Differences in Reading by the Economic Status of Grade 3 Black Boys and Girls

Examined in this study was the reading achievement of Grade 3 Black boys and girls in Texas as a function of their economic status (i.e., Not Poor, Moderately Poor, and Extremely Poor). Three reading indicators (i.e., Phase-In I, Phase-In II, and Phase-In III) from the 2015-2016 State of Texas Assessment of Academic Readiness exam were analyzed separately for Grade 3 Black boys and girls. Inferential statistical analyses revealed the presence of a stairstep effect in all three dependent measures of reading. As the poverty level of Grade 3 Black boys and Black girls increased, their reading performance decreased. That is, the percentages of Grade 3 Black boys and Black girls who passed the three reading indicators decreased as their poverty level increased. Implications of the findings are discussed and suggestions for further research are made.

Keywords: economically disadvantaged, STAAR, poverty, Phase-In I, Phase-In II, and Phase-In III.