A Pre- and Post-Pandemic Analysis of Ethnic/Racial Differences in the Mathematics Performance of Texas Grade 8 Emergent Bilingual Students: A Multiyear Comparison
DOI:
https://doi.org/10.32674/62y08s02Keywords:
Pre- and post-pandemic, Emergent Bilingual, ethnicity/race, mathematics performanceAbstract
In this Texas multiyear investigation, the Grade 8 STAAR Mathematics performance of Emergent Bilingual students was examined by their ethnicity/race. Five years of data, two prior to the pandemic (i.e., 2017-2018 and 2018-2019) and three post-pandemic (i.e., 2020-2021, 2021-2022, and 2022-2023), were obtained from the Texas Education Agency Public Education Information Management System and analyzed to ascertain the effects of the COVID-19 pandemic. A higher percentage of Asian Emergent Bilingual students met the Approaches Grade Level standard, followed by White, Hispanic, and Black students in every year examined except for the 2021-2022 school year, in which White students had the highest percentage of meeting the Grade 8 STAAR Approaches Grade Level standard. For the Meets Grade Level standard, higher percentages of Asian students met the standard, before and after the pandemic, with Hispanic students having the lowest percentages. For the Masters Grade Level standard, in the years following the pandemic, a higher percentage of Asian Emergent Bilingual students met the standard, except for the 2021-2022 school year. Statistically significant differences were present for each of the five years examined on the Masters Grade Level standard.
References
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