A Multi-Level Analysis of Upper Elementary Students' Performance on the STAAR Reading Exam: Comparing Growth Trajectories of Rural and Non-Rural School Districts

Autor/inn/en	Tang, Shifang; Wang, Zhuoying; Sutton-Jones, Kara L.
Titel	A Multi-Level Analysis of Upper Elementary Students' Performance on the STAAR Reading Exam: Comparing Growth Trajectories of Rural and Non-Rural School Districts
Quelle	In: Educational Studies, 49 (2023) 5, S.799-822 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Shifang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1894414
Schlagwörter	Hierarchical Linear Modeling; Elementary School Students; Achievement Tests; Reading Tests; Comparative Analysis; Rural Urban Differences; Reading Achievement; Learning Trajectories; Educational Improvement; Grade 3; Grade 4; Grade 5; Texas; State of Texas Assessments of Academic Readiness (STAAR) + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Stadt-Land-Beziehung; Leseleistung; Teaching improvement; Unterrichtsentwicklung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	We examined student reading achievement in rural and non-rural school districts in Texas. Our research questions probed the improvement in student performance over time, differences in the number of students achieving at different performance levels, and the impact of district-level characteristics on reading achievement. Through quantitative analyses of district-level aggregated data, we compared student growth trajectories over three years. We employed growth hierarchical linear modelling to explore to what extent time, school location, and their interaction impacted student outcomes, as measured by the state reading test. We found that both rural and non-rural students improved in all three performance levels. Location differences were only found in the higher performance levels. We further added 11 district-level factors that might influence student reading performance into the model. The percentages of at-risk and economically disadvantaged students, student mobility rate, and teacher turnover rate had a statistically significant negative impact for all reading levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01