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All Journal International Journal of Social Learning (IJSL) Journal of Research in Education and Pedagogy
Slate, John R.
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Arts Education Environmental Science Social Sciences Other

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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.
Differences in Factors that Limit School Efforts to Provide Mental Health Services by School Level: A National Analysis Simon, Chastity Harper; Slate, John R.; Martinez-Garcia, Cynthia
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.115

Abstract

The degree to which factors limited the efforts of school leaders to provide mental health services to their students was addressed in this multiyear investigation. We analyzed national data from the National School Survey on Crime and Safety for the 2015-2016 and 2017-2018 school years. A causal-comparative research design was used because of the use of pre-existing data. In this survey, school principals and/or designees were asked about numerous school programs, student achievement, and student demographic characteristics. We analyzed only those survey questions directly related to providing mental health services. Inferential statistical procedures revealed the presence of statistically significant differences in a lack of access to mental health professionals and a lack of community support for both school years. Elementary schools had a higher percentage of effort limited in a major way by a lack of access to mental health professionals and community support than did middle or high schools. Additionally, elementary schools had the highest percentage limited in a major way for: lack of parental support, concerns about reactions from parents, reluctance to label students, and payment policies. Implications for policy and practice were discussed, as well as recommendations for further study.
Co-Authors Barnes, Wally Hamilton, Heather Lunenburg, Frederick C. Martinez-Garcia, Cynthia Moseley, Stacey M. Simon, Chastity Harper