Reading inequities by the economic status of Texas grade 3 english language learners: A Texas, multiyear analysis

Gideon D Schleeter,George W Moore,John R Slate,Frederick C Lunenburg

doi:10.11591/edulearn.v14i1.13893

Gideon D Schleeter, George W Moore + Show 2 more

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https://doi.org/10.11591/edulearn.v14i1.13893

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Abstract

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.

Highlights

Reading Inequities by the Economic Status of Texas Grade 3 English Language
Without prior knowledge gained by experiences, students in poverty are at a disadvantage when they enter school but throughout their educational experience
Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor, for English Language Learners who were Moderately Poor, and for English Language Learners who were Extremely Poor

Summary

Introduction

Reading Inequities by the Economic Status of Texas Grade 3 English Language. According to the [1], the most definitive factor that affected student academic achievement was the economic status of the household in which the student lived. Poverty influences the prior knowledge that students have when they enter school along with their reading skills [2]. Without prior knowledge gained by experiences, students in poverty are at a disadvantage when they enter school but throughout their educational experience. Students in poverty come to school with a lack of resources such as emotional, relational, physical, and knowledge of informal or hidden rules [3]. Poverty affects student academic achievement, and increases the likelihood of students dropping out of school [4]

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