Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Social Learning (IJSL)
Frederick C. Lunenburg
Sam Houston State University, United States of America
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 Heather Hamilton; Frederick C. Lunenburg; John R. Slate; Wally Barnes
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 Reading by the Economic Status of Texas Grade 4 Boys and Girls in Special Education: A Multiyear Statewide Investigation Matthew M. Pariseau; John R Slate; Frederick C. Lunenburg
International Journal of Social Learning (IJSL) Vol. 2 No. 1 (2021): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (365.923 KB) | DOI: 10.47134/ijsl.v2i1.40

Abstract

In this investigation, the degree to which the economic status (i.e., Not Economically Disadvantaged, Economically Disadvantaged) of Texas Grade 4 boys and girls in special education was related to their reading performance was addressed. Archival data from the Texas Education Agency Public Education Information Management System were analyzed for 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years on the Texas state-mandated reading assessment for Grade 4 students. Inferential statistical analyses, conducted separately for boys and girls in special education, revealed that boys and girls in poverty had statistically significantly lower reading test scores than boys and girls who were not in poverty. Results in all four school years were consistent with the existing research literature in that poverty negatively affects reading performance. Implications for policy and practice were provided, as well as recommendations for future research.
Co-Authors Heather Hamilton John R Slate John R. Slate Matthew M. Pariseau Wally Barnes