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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
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
FullText Text:
  Availability: 0
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Teresa+DeAlba%22">Teresa DeAlba</searchLink><br /><searchLink fieldCode="AR" term="%22John+R%2E+Slate%22">John R. Slate</searchLink><br /><searchLink fieldCode="AR" term="%22Cynthia+Martinez-Garcia%22">Cynthia Martinez-Garcia</searchLink><br /><searchLink fieldCode="AR" term="%22Clare+A%2E+Resilla%22">Clare A. Resilla</searchLink>
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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 13:113-135.
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  Data: International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
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  Data: 23
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1493889
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 113
    Subjects:
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Asian American Students
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Trend Analysis
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: Brown v Board of Education
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
        Type: general
      – SubjectFull: State of Texas Assessments of Academic Readiness (STAAR)
        Type: general
    Titles:
      – TitleFull: 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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            NameFull: Teresa DeAlba
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            NameFull: John R. Slate
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            NameFull: Cynthia Martinez-Garcia
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            NameFull: Clare A. Resilla
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              Type: published
              Y: 2025
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              Value: 13
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