Short Title
Pre- and Post-Pandemic Analysis of Emergent Bilingual Reading
Keywords
Emergent Bilingual, Economic Status, Reading College Readiness, Grade Level Standards
Abstract
In this investigation, we examined differences in performance on the Texas state-mandated reading assessment for Emergent Bilingual students by their economic status (i.e., in poverty, not in poverty). Archival data were obtained from the Texas Education Agency Public Education Information Management System for Grade 8 students for the two pre-pandemic school years (2017-2018 and 2018-2019) and three post-pandemic school years (2020-2021, 2021-2022, and 2022-2023). A lower percentage of Emergent Bilingual students in poverty met the Grade 8 STAAR Reading Approaches Grade Level standard than Emergent Bilingual students not in poverty. For the Meets Grade Level and Masters Grade Level standards, lower percentages of Emergent Bilingual students in poverty met the grade level standards across all five school years. Of concern were the very high percentages of Emergent Bilingual students who were in poverty.
Recommended Citation
DeAlba, Teresa A.; Slate, John R.; and Resilla, Clare A.
(2025)
"Economic Status of Texas Grade 8 Emergent Bilingual Students and Reading: A Pre- and Post-Pandemic Investigation,"
School Leadership Review: Vol. 20:
Iss.
1, Article 2.
Available at:
https://scholarworks.sfasu.edu/slr/vol20/iss1/2
Included in
Educational Leadership Commons, Language and Literacy Education Commons, Secondary Education Commons
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