Economic Status and Hispanic Student Reading College Readiness:A Pre- and Post-Pandemic Comparison
DOI:
https://doi.org/10.32674/xnfqae50Keywords:
reading college readiness, Hispanic students, economic statusAbstract
In this study, the relationship of economic status to reading college readiness was examined for Hispanic high school students in Texas. Texas statewide data on the state-mandated English I End-of-Course exam were analyzed for two years pre-pandemic and the last four years post-pandemic. Inferential statistical analyses revealed that lower percentages of Hispanic students in poverty met the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards than Hispanic students who were not in poverty. Extremely low percentages of Hispanic students met the Masters Grade Level standard, regardless of their economic status. Of note was that almost three fourths of Hispanic students were economically disadvantaged. Implications for policy and for practice regarding the reading college-readiness of Hispanic students were provided, as well as recommendations for future research investigations.
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