Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis
Level 4 - case-series / case-control
Retrospective cross-sectional analysis of archival administrative data (graded by non-clinical design analogy).
OpenAlex W3194599235 · doi:10.47134/ijsl.v1i3.31
What was done
The authors analyzed archival statewide data from the Texas Education Agency Public Education Information Management System across four consecutive school years (2015–2016 through 2018–2019). Using a causal-comparative observational design, they examined the relationship between Grade 3 student demographics (economic status, race/ethnicity, and English Language Learner status) and performance on the State of Texas Assessment of Academic Readiness (STAAR) Reading test, stratified by sex.
What was found
Statistically significant associations were observed between demographic variables and reading achievement for both boys and girls across all four school years. For boys, being economically disadvantaged, Black, or Hispanic was associated with not reaching the "Meets Grade Level" standard in three of the four years. For girls, being White or Asian was associated with meeting the standard in three of the four years. The abstract does not provide exact numbers, sample sizes, test statistics, or effect sizes.
Why it matters
This study highlights persistent demographic and socioeconomic achievement gaps in early elementary reading assessments across multiple cohorts in a large public school system.
Limits
The abstract does not disclose the sample size, numerical results, effect sizes, or specific statistical test values. The observational, retrospective design cannot establish causal relationships despite the author's framing, and potential school-level or instructional confounders were not accounted for in the abstract description.
Cited by
- supports State standardized testing under the Texas STAAR (State of Texas Assessments of Academic Readiness) program begins in the third grade.