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Culture, Education, and Future
e‑ISSN 2980-2741 Open Access · CC BY 4.0
Vol. 2 · Issue 1 · 2024 Jun 26, 2024 Articles

Examining Algebra I performance differences among at-risk Texas Hispanic high school boys: A multiyear investigation

DC
Daniel Craft Sam Houston State University United States
JS
John R. Slate Corresponding Sam Houston State University jrs051@shsu.edu United States
Pages135-150 PublishedJun 26, 2024 LicenseOpen Access
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VOL 2 · ISS 1 · 2024 CEF Journal View issue

Abstract

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.

Keywords

#Algebra I end-of-course exam #approaches grade level standard #meets grade level standard #masters grade level #Hispanic boys

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Creative Commons Attribution 4.0 International

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Copyright (c) 2024 Daniel Craft, John R. Slate

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