0.2 Reading and math differences between hispanic students and  (Page 2/10)

The implementation of the Elementary and Secondary Act and the No Child Left Behind Act has created an atmosphere of anxiety, as standardized tests have been used to document a growing disparity among Whites and minority groups (e.g., African-American, Hispanic) (Adams&Singh, 1998; Cooper, 1989; Hedges&Nowell, 1999; Lee, 2002; Lee&Wong, 2004). The No Child Left Behind Act requires greater accountability from all subgroups, yet researchers (e.g., Kim&Sunderman, 2005; Pong, Dronkers,&Hampden-Thompson, 2003; Schoen, Cebulla, Finn,&Cos, 2003; Wayne&Young, 2003) have reported that discrepancies continue to be present in achievement associated with minority groups due to underperforming teachers, socio-economic status (SES), family dynamics, and student motivation. These discrepancies create an achievement gap that inevitably results in many minority students dropping out of high school and becoming a burden on society, through incarceration, unemployment, drug abuse, and adolescent pregnancies (Dempsey, 2005; Dillard&Pol, 1982; Petit&Western, 2004; Roosa, 1986). It is estimated that taxpayers pay $243,000 to $388,000 per student who drops out of high school (Cohen, 1998).

Previously, researchers (e.g., Adams&Singh, 1998; Cooper, 1989; Hedges&Nowell, 1999; Lee, 2002; Lee&Wong, 2004) have focused on academic achievement and its impact on students of African-American and Hispanic descent within a limited time frame. Limited empirical research studies are available in which differences in academic achievement among students of different ethnic groups have been investigated, particularly over long periods of time (Baker, Keller-Wolf,&Wolf-Wendel, 2000; Causey-Bush, 2005; Chatterji, 2006; Dekkers, Bosker,&Driessen, 2000; Manzo, 2006; Rojas-LeBouef&Slate, 2011a).

Purpose of the study

The purpose of this study was to examine differences in academic achievement among students who are Hispanic or designated as being Limited English Proficient (LEP), using archival data from the Texas Education Agency’s (TEA) Academic Excellence Indicator System (AEIS). Data examined were fifth grade reading and math test scores from the most recent 7 years of statewide data (i.e., 2008-2009, 2007-2008, 2006-2007, 2005-2006, 2004-2005, 2003-2004, 2002-2003). An examination of the Texas Assessment of Knowledge and Skills (TAKS) Reading and Math tests across 7 years may assist in analyzing the extent to which an achievement gap was present and the extent to which this gap had changed for students who are Hispanic or designated as being Limited English Proficient.

Research questions

The following research questions were addressed in this study: (a) What is the difference in passing rates in reading between Hispanic students and students who are designated as being Limited English Proficient?; (b) What is the difference in passing rates in math between Hispanic students and students who are designated as being Limited English Proficient?; (c) What trends, if any, are present in the achievement gap in reading passing rates between Hispanic students and students who are designated as being Limited English Proficient?; and (d) What trends, if any, are present in the achievement gap in math passing rates between Hispanic students and students who are designated as being Limited English Proficient? The first two research questions were repeated for each year of available data.