Differences in Grade 3 Reading Achievement by the Economic Status of Students of Color: A Texas Statewide Analysis
Heather A. Hamilton and John R. Slate
In this Texas statewide analysis, the extent to which differences were present in reading achievement by the economic status of Grade 3 Hispanic and Black students was determined Specifically examined was the relationship of poverty to the three State of Texas Assessment of Academic Readiness (STAAR) Reading Reporting Categories for Grade 3Hispanic and Black students in the 2015-2016 school year. Inferential statistical analyses revealed the presence of statistically significant differences between Hispanic students who were Poor and Hispanic students who were Not Poor were present in every STAAR Reading Reporting Category. Similar statistically significant differences were present in every STAAR Reading Reporting Category between Black students who were Poor and Black students who were Not Poor. In every instance, Hispanic students who were poor and Black students who were Poor were outperformed by their counterparts who were Not Poor. Given the majority of students of color in Texas live in poverty, and that early reading skills are essential to success, these findings are concerning. Implications of these findings and recommendations for future research are discussed.