Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach

Tang, Shuli; Wang, Zhuoying; Min, Yue

doi:10.3390/educsci9010038

Cited by 4 publications

(3 citation statements)

References 43 publications

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“…The primary reason for the low achievement in Border districts is the large concentration of disadvantage along the Border in Texas (Garcia et al 2022). This result is consistent with previous research, which found that students attending school districts along the Texas-Mexico Border underperformed compared with their non-Border peers (Tang, Wang, and Min 2019). In addition to finding contrasting findings, this study differs from the previous studies in that it compares Latinx and White achievement (i.e., test score disparities).…”

Section: Latinx Academic Achievementsupporting

confidence: 93%

Reading, Writing, and Harassment: White–Latinx Test Score Disparities on the U.S.–Mexico Border

Carris

2023

Sociology of Race and Ethnicity

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The U.S.–Mexico Border region is typified by enhanced immigration enforcement and legal violence, which are known to reduce the educational achievement of Latinx children and youth. Using data from the Stanford Education Data Archive, I compare math and reading test score disparities between White and Latinx students in public school districts in the four states along the U.S.–Mexico Border—California, Arizona, New Mexico, and Texas—with districts outside of the Border region. I find that reading and math test score disparities widen with proximity to the Border. Results indicate that educational and family-income differences between White and Latinx adults explain the disparity in math test scores. However, the reading test score disparity on the Border remains net of school and community factors, suggesting legal violence and immigration enforcement may be impacting Latinx youth and, therefore, increasing the size of the test score disparity. Finally, I find the test score disparities between the Border region and interior districts do not vary significantly in size across the four Border states.

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Section: Latinx Academic Achievementsupporting

confidence: 93%

Reading, Writing, and Harassment: White–Latinx Test Score Disparities on the U.S.–Mexico Border

Carris

2023

Sociology of Race and Ethnicity

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“…Geographic isolation creates the space for hands-on student exploration of the natural world. Furthermore, due to limited district resources, we recommend the use of structured online professional development with a focus on improving teachers' scientific knowledge and place-based pedagogy (Tang et al 2019). We urge teachers and schools to partner with researchers to develop research-based curriculum and resources that reflect the local community and knowledge to serve the diverse needs of rural students.…”

Section: Discussionmentioning

confidence: 99%

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

Self Cite

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This study compares the science achievement growth trajectories of fifth-grade students in rural and nonrural school districts in Texas. Using a growth hierarchical linear model, we explored the effects of time, school location (rural vs. nonrural), and their interaction on students’ science performance as measured by the high-stakes State of Texas Assessment of Academic Readiness (STAAR) science test over five academic years. We found that rural school students lagged in science at the initial stage when STAAR was first administered in the 2011–2012 school year. With time, the gap between rural and nonrural district students’ science performance persisted. We further added eight district-level factors that might influence students’ academic performance into the model and found that three variables (i.e., student mobility rate, percentage of students identified ELs, and teacher turnover rate) constantly influenced students’ science scores. The implications for teaching pedagogy and research are discussed regarding science education in Texas rural districts.

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“…This investigation considered data at the elementary school level, where it is expected that ELL students are in the process of developing the skills required to perform using their second language at an academic level (Abedi & Levine, 2013;Lakin & Young, 2013). Recent research results support these assertions where differences on performance on standardized assessment were reported considering English Language Learners children from school districts located at the Texas border with Mexico compared with non-border school districts (Tang, Wang & Min 2019;Vela, Jones, Mundy & Isaacson, 2017). The Hispanic population is growing faster than other minority student population in Texas.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Accountability Ratings for Elementary Schools Texas, USA: Considering the School Growth and Students’ Demographics

Sepúlveda

Bledsoe

Zipperlen

et al. 2019

IJLTER

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The purpose of this quantitative study was to compare the Texas school accountability approach used from 2004 to 2011 based on a status-based model to a model that incorporates academic growth and student demographic variables. Information from three large urban school districts in Texas was analysed considering data from 398 elementary schools and the reading and mathematics TAKS test scores of 24,065 fourth and fifth grade students. Results indicated that the average school growth did not present significant differences between institutions with different accountability rating defined by TEA in 2011. Statistical differences were found when the average school growth was analysed disaggregating the students' population by ethnicity, socioeconomic status, and English language proficiency. A systemic approach must prevail for designing an accountability system used to judge the quality of education delivered at an elementary school. This research was an analysis of how an accountability system could be useful to evaluate school effectiveness based on standard-based assessment results. However, the use of only one measurement to judge a school's efficacy regarding the quality education provided to students may be a reductionist and narrow approach.

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Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach

Cited by 4 publications

References 43 publications

Reading, Writing, and Harassment: White–Latinx Test Score Disparities on the U.S.–Mexico Border

Reading, Writing, and Harassment: White–Latinx Test Score Disparities on the U.S.–Mexico Border

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Analysis of Accountability Ratings for Elementary Schools Texas, USA: Considering the School Growth and Students’ Demographics

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