SCHOOLING CONTEXTS AND ACHIEVEMENT: EXPLORING RELATIONSHIPS BETWEEN SCHOOL COMPOSITION AND NORTH CAROLINA END OF GRADE READING TEST SCORES OF HISPANIC THIRD GRADERS

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Bowden, K. (2010). SCHOOLING CONTEXTS AND ACHIEVEMENT: EXPLORING RELATIONSHIPS BETWEEN SCHOOL COMPOSITION AND NORTH CAROLINA END OF GRADE READING TEST SCORES OF HISPANIC THIRD GRADERS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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.

Details
Author

Bowden, Kendra

Title

SCHOOLING CONTEXTS AND ACHIEVEMENT: EXPLORING RELATIONSHIPS BETWEEN SCHOOL COMPOSITION AND NORTH CAROLINA END OF GRADE READING TEST SCORES OF HISPANIC THIRD GRADERS

Physical Description

1 online resource (190 pages) : PDF

Date

2010

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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.

Genre

doctoral dissertations

Subjects--Topics

Reading
Educational tests and measurements

Degree

Ph.D.

Keywords

Hispanic
Third Grade

Subject Area

Curriculum & Instruction

Advisor(s)

DiBiase, Warren

Committee Members

Lambert, Richard
Traoré, Rosemary
Medina, Adriana
Hilger, Helene

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2010.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Bowden_uncc_0694D_10119

Permalink

http://hdl.handle.net/20.500.13093/etd:1105