Reading College Readiness and Language Status: A Texas Multiyear Pre- and Post-Pandemic Analysis
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| Title: | Reading College Readiness and Language Status: A Texas Multiyear Pre- and Post-Pandemic Analysis |
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| Language: | English |
| Authors: | Neil Laminack, John R. Slate, Clare A. Resilla |
| Source: | Education Leadership Review of Doctoral Research. 2025 13:136-156. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Achievement Tests, High School Students, COVID-19, Pandemics, College Readiness, Reading Achievement, Bilingual Students, Monolingualism, Language Arts, English, Exit Examinations, Trend Analysis, Educational Trends |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 2832-4250 |
| Abstract: | In this statewide multiyear investigation, the extent to which differences were present on the STAAR English I End-of-Course exam for Texas high school students as a function of their language status (i.e., Emergent Bilingual, Non-Emergent Bilingual) for two years preCOVID-19 pandemic (2017-2018 and 2018-2019) and three post-pandemic years (2020-2021, 2021-2022, and 2022-2023) was explored. Archival data from the Texas Education Agency's Public Education Information Management System were obtained for five school years. The percentage of Emergent Bilingual students who met the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards were statistically significantly lower than the percentages of Non-Emergent Bilingual students who met these three grade level standards. Findings were consistent across all five school years on all grade-level standards. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493774 |
| Database: | ERIC |
| Abstract: | In this statewide multiyear investigation, the extent to which differences were present on the STAAR English I End-of-Course exam for Texas high school students as a function of their language status (i.e., Emergent Bilingual, Non-Emergent Bilingual) for two years preCOVID-19 pandemic (2017-2018 and 2018-2019) and three post-pandemic years (2020-2021, 2021-2022, and 2022-2023) was explored. Archival data from the Texas Education Agency's Public Education Information Management System were obtained for five school years. The percentage of Emergent Bilingual students who met the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards were statistically significantly lower than the percentages of Non-Emergent Bilingual students who met these three grade level standards. Findings were consistent across all five school years on all grade-level standards. |
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| ISSN: | 2832-4250 |
