A Pre- and Post-Pandemic Analysis of the Reading Performance of Grade 8 Emergent Bilingual Students by Their Ethnicity/Race: A Multiyear Statewide Analysis
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| Title: | A Pre- and Post-Pandemic Analysis of the Reading Performance of Grade 8 Emergent Bilingual Students by Their Ethnicity/Race: A Multiyear Statewide Analysis |
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| Language: | English |
| Authors: | Teresa DeAlba, John R. Slate, Cynthia Martinez-Garcia, Clare A. Resilla |
| Source: | Education Leadership Review of Doctoral Research. 2025 13:113-135. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Elementary Secondary Education |
| Descriptors: | Achievement Tests, Reading Achievement, Grade 8, COVID-19, Pandemics, Bilingual Students, Ethnicity, Race, Asian American Students, White Students, African American Students, Hispanic American Students, Elementary Secondary Education, Trend Analysis |
| Geographic Terms: | Texas |
| Laws, Policies and Program Identifiers: | Brown v Board of Education, Every Student Succeeds Act 2015 |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 2832-4250 |
| Abstract: | Examined in this multiyear investigation was the reading performance of Emergent Bilingual students by their ethnicity/race (i.e., White, Hispanic, Black, Asian) for the 2017-2018, 2018-2019, 2020-2021, 2021-22, and 2022-2023 school years. Archival data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 8 students for the two years prior to the pandemic and the three years following the pandemic. A higher percentage of Asian Emergent Bilingual students consistently met the Grade 8 STAAR Reading Approaches Grade Level and Meets Grade Level standards compared to White Emergent Bilingual students, Black Emergent Bilingual students, and Hispanic Emergent Bilingual students. Statistically significant differences were present for four of the five years examined on the Masters Grade Level standard. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493889 |
| Database: | ERIC |
| Abstract: | Examined in this multiyear investigation was the reading performance of Emergent Bilingual students by their ethnicity/race (i.e., White, Hispanic, Black, Asian) for the 2017-2018, 2018-2019, 2020-2021, 2021-22, and 2022-2023 school years. Archival data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 8 students for the two years prior to the pandemic and the three years following the pandemic. A higher percentage of Asian Emergent Bilingual students consistently met the Grade 8 STAAR Reading Approaches Grade Level and Meets Grade Level standards compared to White Emergent Bilingual students, Black Emergent Bilingual students, and Hispanic Emergent Bilingual students. Statistically significant differences were present for four of the five years examined on the Masters Grade Level standard. |
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| ISSN: | 2832-4250 |
