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Educ. Sci. 2019, 9(1), 38; https://doi.org/10.3390/educsci9010038

Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach

1
Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station TX 77840, USA
2
Center for Research and Development in Dual Language and Literacy Acquisition, College of Education and Human Development, Texas A&M University, College Station TX 77840, USA
*
Author to whom correspondence should be addressed.
Received: 5 December 2018 / Revised: 24 January 2019 / Accepted: 10 February 2019 / Published: 13 February 2019
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Abstract

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students’ performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students’ reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students’ reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate. View Full-Text
Keywords: Texas–Mexico Border; reading; academic achievement; bilingual; bicultural; biliteracy Texas–Mexico Border; reading; academic achievement; bilingual; bicultural; biliteracy
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Tang, S.; Wang, Z.; Min, Y. Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach. Educ. Sci. 2019, 9, 38.

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