SCHOOLING CONTEXTS AND ACHIEVEMENT: EXPLORING RELATIONSHIPS BETWEEN SCHOOL COMPOSITION AND NORTH CAROLINA END OF GRADE READING TEST SCORES OF HISPANIC THIRD GRADERS
1 online resource (190 pages) : PDF
University of North Carolina at Charlotte
Nationally, Hispanic achievement lags behind non-Hispanic peers in reading proficiency scores. The gap in achievement persists through subsequent grade levels for Black, Hispanic, and poor students of all races. Current school environments present evidence of dissimilar levels of minority and poverty in schools. Identifiable differences in building level demographics emerged as a variable of interest in schools that produce lower test scores. Aggregate data was examined from the 2007-2008 administration of the North Carolina End of Grade test of reading given to all third grade students in 68 elementary schools in an urban school district located in Charlotte, North Carolina. The purpose of this study was to understand the relationship between composition differences within participant schools and Hispanic third grade reading proficiency as measured by at or above grade level performance on the State EOG assessment in reading. Measurable building level differences in school composition include building percent minority and building percent poverty, and reading proficiency. Publicly available third grade EOG scores were used to measure building level reading performance for participant schools. Results of correlation and regression analysis are reported for participant schools. Specifically, questions one through three address Hispanic 3rd grade reading proficiency relative to collective building percent composition for minority, poverty, and Hispanic subgroups in select participant schools; questions four through six address 3rd grade reading achievement for the LEP subgroup relative to collective building-percent minority, poverty, and LEP composition.Results indicate a significant relationship between some building level variables. Results of regression analysis reveal minority and poverty variables are too closely correlated and necessitating the removal of the variable building percent minority from the original research model and analyses. Building percent poverty was determined a statistically significant predictor variable in the ESL and LEP models.
Curriculum & Instruction
Lambert, RichardTraoré, RosemaryMedina, AdrianaHilger, Helene
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2010.
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