Reading Inequities by the Economic Status of Texas Grade 3 English Language Learners: A Texas, Multiyear Analysis

Autor/inn/en	Schleeter, Gideon D.; Slate, John R.; Moore, George W.; Lunenburg, Frederick C.
Titel	Reading Inequities by the Economic Status of Texas Grade 3 English Language Learners: A Texas, Multiyear Analysis
Quelle	In: Journal of Education and Learning (EduLearn), 14 (2020) 1, S.34-46 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2089-9823
Schlagwörter	Equal Education; Economic Status; Grade 3; English Language Learners; Achievement Gap; Economically Disadvantaged; Reading Achievement; Low Income Students; Reading Tests; State Standards; Standardized Tests; Texas + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Leseleistung; Lesetest; Standadised tests; Standardisierter Test
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. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://journal.uad.ac.id/index.php/EduLearn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01