Differences in the Reading Performance of Texas Grade 4 Emergent Bilingual and Non-Emergent Bilingual Students Enrolled in Title I, Part A Schools: A Multiyear, Statewide Investigation
Saved in:
| Title: | Differences in the Reading Performance of Texas Grade 4 Emergent Bilingual and Non-Emergent Bilingual Students Enrolled in Title I, Part A Schools: A Multiyear, Statewide Investigation |
|---|---|
| Language: | English |
| Authors: | Dawn Rodriquez, John R. Slate |
| Source: | Education Leadership Review of Doctoral Research. 2024 12:1-18. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Reading Achievement, Grade 4, Elementary School Students, Bilingual Students, Student Characteristics, Individual Differences, Low Income Students, Achievement Tests, Literary Genres, Literary Criticism, Common Core State Standards |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 1532-0723 |
| Abstract: | In this investigation, the reading performance of Texas Grade 4 Emergent Bilingual and non-Emergent Bilingual students was compared by their enrollment in Title I, Part A schools. Data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 Emergent Bilingual and non-Emergent Bilingual students in Texas who took the State of Texas Assessment of Academic Readiness assessment in the 2016-2017, 2017-2018, and 2018-2019 school years. Statistically significant differences were established in all three school years. Non-Emergent Bilingual students enrolled Title I, Part A schools outperformed Emergent Bilingual students enrolled in Title I, Part A schools in all three Reading Reporting Categories and in all three grade level standards. Recommendations for research and implications for policy and practice are suggested. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463430 |
| Database: | ERIC |
| Abstract: | In this investigation, the reading performance of Texas Grade 4 Emergent Bilingual and non-Emergent Bilingual students was compared by their enrollment in Title I, Part A schools. Data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 Emergent Bilingual and non-Emergent Bilingual students in Texas who took the State of Texas Assessment of Academic Readiness assessment in the 2016-2017, 2017-2018, and 2018-2019 school years. Statistically significant differences were established in all three school years. Non-Emergent Bilingual students enrolled Title I, Part A schools outperformed Emergent Bilingual students enrolled in Title I, Part A schools in all three Reading Reporting Categories and in all three grade level standards. Recommendations for research and implications for policy and practice are suggested. |
|---|---|
| ISSN: | 1532-0723 |
