Algebra I End-of-Course Exam Differences by the At-Risk Status of Texas Hispanic Students: A Multiyear Statewide Investigation

Authors

Daniel Craft, Sam Houston State UniversityFollow
John R. Slate, Sam Houston State UniversityFollow

Abstract

Examined in this investigation was a comparison of the Algebra I End-of-Course exam performance between Hispanic students who were at-risk and Hispanic students who were not at-risk in the 2016-2017, 2017-2018, and 2018-2019 school years. Inferential statistical procedures yielded statistically significant differences in all three school years between these two groups of Hispanic students. In all three school years, higher percentages of Hispanic students who were at-risk did not meet the three grade level standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) than Hispanic students who were not at-risk. Moreover, Hispanic students who were at-risk correctly answered about 12 items less correctly than Hispanic students who were not at-risk. Implications and recommendations for future research were made.

Recommended Citation

Craft, Daniel and Slate, John R. (2025) "Algebra I End-of-Course Exam Differences by the At-Risk Status of Texas Hispanic Students: A Multiyear Statewide Investigation," Journal of Educational Leadership in Action: Vol. 9: Iss. 3, Article 6.
DOI: https://doi.org/10.62608/2164-1102.1168
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss3/6

Date

August 27 2024

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