Examining Algebra I performance differences among at-risk Texas Hispanic high school boys: A multiyear investigation
Abstract views: 100 / PDF downloads: 29
DOI:
https://doi.org/10.70116/2980274122Keywords:
Algebra I end-of-course exam, approaches grade level standard, meets grade level standard, masters grade level, Hispanic boysAbstract
This investigation examined the Algebra I End-of-Course exam performance of Hispanic boys who were at-risk and those who were not at-risk during the 2016-2017, 2017-2018, and 2018-2019 school years. Data for all students in Texas who took the Algebra I End-of-Course exam during these years were obtained from the Texas Education Agency. The analysis focused exclusively on Hispanic boys. Utilizing secondary data, a causal-comparative or ex post facto study was conducted. The inferential statistical procedures revealed statistically significant differences in performance for at-risk Hispanic boys across all three school years. In each of these years, a significantly lower percentage of at-risk Hispanic boys met the three grade-level standards (Approaches Grade Level, Meets Grade Level, and Masters Grade Level) compared to their not-at-risk peers. On average, at-risk Hispanic boys answered about 13 fewer items correctly than those who were not at-risk. These findings indicate that current instructional practices are not adequately meeting the needs of at-risk Hispanic boys. Policymakers and educational leaders are advised to review current programs and implement necessary changes to better support these students.
Downloads
References
Alford-Stephens, T. (2016). Differences in mathematics skills of Texas high school boys as a function of ethnicity/race and economic status: A multiyear statewide study (Unpublished doctoral dissertation). Sam Houston State University, Huntsville, TX.
Anderson, S., Medrich, E., & Fowler, D. (2007). Which achievement gap?. Phi Delta Kappan, 88(7), 547-550. https://doi.org/10.1177/003172170708800716
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Craft, K. F. (2011) Academic performance differences among Texas Grade 8 students who are White, Hispanic, or Limited English Proficient (Unpublished doctoral dissertation). Sam Houston State University, Huntsville, TX.
David, K., & Marchant, G. (2015). Achievement gaps in the United States: Race, poverty, and interactions over ten years. The International Journal of Assessment and Evaluation, 22(4), 1-15. https://doi.org/10.18848/23277920/cgp/v22i04/48378
Davis-Kean, P., & Jager, J. (2014). Trajectories of achievement within Race/Ethnicity: “Catching Up” in achievement across time. Journal of Educational Research, 107(3), 197-208. https://doi.org/10.1080/00220671.2013.807493
De Clercq, M., Galand, B., Hospel, V., & Frenay, M. (2021). Bridging contextual and individual factors of academic achievement: A multi-level analysis of diversity in the transition to higher education. Frontline Learning Research, 9(2), 96-120. https://doi.org/10.14786/flr.v9i2.671
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage.
Fuller, E., Springel, M., & Fuller, G. (2010). Supporting college readiness: Preparing middle school students for high school success in Texas. Texas Business and Education Coalition.
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed methods approaches (7th ed.). Sage.
Kent, J., Jones, D., Mundy, M. A., & Isaacson, C. (2017). Exploring contributing factors leading to the decision to drop out of school by Hispanic males. Research in Higher Education Journal, 32, 1-19.
Kim, S., Chang, M., Singh, K., & Allen, K. R. (2015). Patterns and factors of high school dropout risks of racial and linguistic groups. Journal of Education for Students Placed at Risk, 20(4), 336-351. https://doi.org/10.1080/10824669.2015.1047019
Kotok, S. (2017). Unfulfilled potential: High-achieving minority students and the high school achievement gap in math. The High School Journal, 100(3), 183-202.
Lubienski, S. T., & Crockett, M. (2007). NAEP mathematics achievement and race/ ethnicity. In P. Kloosterman, & F. Lester (Eds.), Results from the ninth mathematics assessment of NAEP (pp. 227-260). NCTM.
National Center for Education Statistics. (2022a). Racial/Ethnic enrollment in public schools. Retrieved 9 December, 2023 from https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment
National Center for Education Statistics. (2022b). Annual reports and information staff: Mathematics performance. Retrieved 9 December, 2023 from https://nces.ed.gov/programs/coe/indicator/cnc/mathematics-performance
PEIMS Data Standards. (2018). Public Education Information Management System Overview. Retrieved 20 November, 2023 from https://tea.texas.gov/Reports_and_Data/Data_Submission/PEIMS/PEIMS_-_Overview/
Rojas-LeBouef, A. M. (2010). Differences in the reading and math achievement among students who are Hispanic, Limited English Proficient, or White: A multi-year study (Unpublished doctoral dissertation). Sam Houston State University, Huntsville, TX.
Rojas-LeBouef, A., & Slate, J. R. (2012). The achievement gap between White and non-White students. International Journal of Educational Leadership Preparation, 7(1), 1-61.
Slate, J. R. (2023). Communicating your statistical findings in a formal and scholarly way: A guide for graduate students, faculty, and educational leaders. ICPEL Publications. International Council of Professors of Educational Leadership. Retrieved 14 November, 2023 from https://www.lulu.com/shop/john-slate/communicating-your-statistical-findings-in-a-formal-and-scholarly-way-a-guide-for-graduate-students-faculty-and-educational/paperback/product-vprd8v.html
Texas Education Agency. (2019). STAAR End-of-Course (EOC) assessments interpretive guide. Retrieved 4 December, 2023 from https://tea.texas.gov/sites/default/files/2018_STAAR_Interpretive_Guide_EOC_final_tagged.pdf
Texas Education Agency. (2021). Texas academic performance report. Retrieved 4 December, 2023 from https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&_program=perfrept.perfmast.sas&_debug=0&ccyy=2021&lev=S&prgopt=reports%2Ftapr%2Fpaper_tapr.sas
Texas Education Agency. (2022). Texas Student Data System: Texas Education Data Standards. Retrieved 17 December, 2023 from https://texasstudentdatasystem.org/TSDS/TEDS/TEDS_Latest_Release
U.S. Census Bureau. (2017). Number of Hispanic students more than double in 20 years: Big increase in college enrollment. Retrieved 14 November, 2023 from https://www.census.gov/library/stories/2017/10/hispanic-enrollment.html
Uline, C. L., & Johnson, J. F. (2005). Closing achievement gaps: What will it take? Theory Into Practice, 44(1), 1-3. https://doi.org/10.1207/s15430421tip4401_1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Association for the Advancement of Interdisciplinary Education Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.