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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
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
FullText Text:
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  Data: Reading College Readiness and Language Status: A Texas Multiyear Pre- and Post-Pandemic Analysis
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  Data: <searchLink fieldCode="SO" term="%22Education+Leadership+Review+of+Doctoral+Research%22"><i>Education Leadership Review of Doctoral Research</i></searchLink>. 2025 13:136-156.
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  Data: International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
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  Data: 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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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 136
    Subjects:
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Bilingual Students
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      – SubjectFull: Monolingualism
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      – SubjectFull: Language Arts
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      – SubjectFull: English
        Type: general
      – SubjectFull: Exit Examinations
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      – SubjectFull: Trend Analysis
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      – SubjectFull: Educational Trends
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      – SubjectFull: Texas
        Type: general
      – SubjectFull: State of Texas Assessments of Academic Readiness (STAAR)
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    Titles:
      – TitleFull: Reading College Readiness and Language Status: A Texas Multiyear Pre- and Post-Pandemic Analysis
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