Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Social Learning (IJSL)
Slate, John R.
Unknown Affiliation
Arts Education Environmental Science Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis Hamilton, Heather; Lunenburg, Frederick C.; Slate, John R.; Barnes, Wally
International Journal of Social Learning (IJSL) Vol. 1 No. 3 (2021): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.664 KB) | DOI: 10.47134/ijsl.v1i3.31

Abstract

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test. Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design. Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years. Statistically significant results were present in all four school years for boys and girls. In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard. In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard. Implications for policy and practice, as well as recommendations for future research, are provided.
Differences in the Percentages of Students Enrolled in Dual Credit Courses over Time: A Texas, Multiyear Analysis Moseley, Stacey M.; Slate, John R.
International Journal of Social Learning (IJSL) Vol. 2 No. 3 (2022): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.08 KB) | DOI: 10.47134/ijsl.v2i3.32

Abstract

This study aimed to determine the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status (i.e., economically disadvantaged and all students). The percentages for both groups of students were compared for the 2014-2015 and the 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in the percentages in dual-credit mathematics course enrollment for all students and students who were economically disadvantaged in both the 2014-2015 and the 2015-2016 school years. For both years, economically disadvantaged students had a lower enrollment rate in dual-credit mathematics courses than all students' percentage enrollment in dual-credit mathematics courses. Implications of these findings, as well as recommendations for future research, were discussed.
Co-Authors Barnes, Wally Hamilton, Heather Lunenburg, Frederick C. Moseley, Stacey M.