Short Title
Hispanic Boys Reading by Economic Status
Keywords
Hispanic boys, economic status, reading college readiness, pre-pandemic, post-pandemic
Abstract
In this multiyear study, we addressed the relationship of economic status (i.e., Economically Disadvantaged, Not Economically Disadvantaged) to the reading college readiness skills of Texas Hispanic high school boys. Texas statewide data on the state-mandated English I End-of-Course exam were obtained for two years pre-pandemic and the last four years post-pandemic. The three grade level standards on the STAAR English I End-of-Course exam (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) were analyzed by economic status. Inferential statistical analyses revealed that lower percentages of Hispanic boys who were economically disadvantaged met the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards than Hispanic boys who were not economically disadvantaged. Extremely low percentages of Hispanic boys met the Masters Grade Level standard, regardless of their economic status. Of concern was that almost three fourths of Hispanic boys met the Texas criteria for being economically disadvantaged. Implications for policy and for practice were provided, as well as recommendations for future research investigations.
Recommended Citation
Bradford, Sa’Myra K. A. and Slate, John R.
(2026)
"A Pre- and Post-Pandemic Analysis of the Reading College Readiness of Texas Hispanic Boys by Their Economic Status,"
School Leadership Review: Vol. 21:
Iss.
1, Article 2.
Available at:
https://scholarworks.sfasu.edu/slr/vol21/iss1/2
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