View in EDS

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:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1463430
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1463430
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 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
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dawn+Rodriquez%22">Dawn Rodriquez</searchLink><br /><searchLink fieldCode="AR" term="%22John+R%2E+Slate%22">John R. Slate</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Leadership+Review+of+Doctoral+Research%22"><i>Education Leadership Review of Doctoral Research</i></searchLink>. 2024 12:1-18.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Genres%22">Literary Genres</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Criticism%22">Literary Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Common+Core+State+Standards%22">Common Core State Standards</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22State+of+Texas+Assessments+of+Academic+Readiness+%28STAAR%29%22">State of Texas Assessments of Academic Readiness (STAAR)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1532-0723
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1463430
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1463430
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 1
    Subjects:
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Literary Genres
        Type: general
      – SubjectFull: Literary Criticism
        Type: general
      – SubjectFull: Common Core State Standards
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: State of Texas Assessments of Academic Readiness (STAAR)
        Type: general
    Titles:
      – TitleFull: 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
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dawn Rodriquez
      – PersonEntity:
          Name:
            NameFull: John R. Slate
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1532-0723
          Numbering:
            – Type: volume
              Value: 12
          Titles:
            – TitleFull: Education Leadership Review of Doctoral Research
              Type: main
ResultId 1