Short Title
Differences in Algebra I End-of-Course Exam Performance
Keywords
STAAR End-of-Course Exam; Algebra I End-of-Course exam; Economically Disadvantaged; Approaches Grade Level Standard; Meets Grade Level Standard; Masters Grade Level Standard
Abstract
The extent to which differences were present for African American girls as a function of their economic status in their performance on the Texas state-mandated Algebra I End-of-Course exam was examined. Specifically addressed was the extent to which African American girls differed in their performance on three Grade Level performance standards: Approaches Grade Level, Meets Grade Level, and Masters Grade Level. Inferential statistical analyses of Texas statewide data revealed that statistically significantly lower percentages of African American girls who were economically disadvantaged met the three Grade Level standards than African American girls who were not in poverty. Implications and recommendations for future research were discussed.
Recommended Citation
Amerson, LaTonia; Martinez-Garcia, Cynthia; and Slate, John R.
(2024)
"Differences in Algebra I End-of-Course Exam Performance of African-American Girls as a Function of Their Economic Status: A Texas, Multiyear Analysis,"
School Leadership Review: Vol. 19:
Iss.
1, Article 2.
Available at:
https://scholarworks.sfasu.edu/slr/vol19/iss1/2
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