Examining Nine School-Related Variables in Relation to the STAAR Algebra I EOC Exam among Urban High Schools with High Hispanic Student Populations

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Higher Edu and Learning Technology

Date of Award

Fall 2018

Abstract

For over 40 years, an academic achievement gap has separated the Hispanic and White students in public schools on both national- and state-level standardized tests. The demographics in America have shown an increase in the Hispanic population in many states, especially Texas. This increase, which included the addition of many Hispanic families (some undocumented), did not affect the scoring gap deficit between Hispanic and White students on standardized tests. The researcher examined which school-related variables predicted whether Texas urban high school's 2015-2016 STAAR Algebra I End of Course (EOC) scores with high Hispanic student populations are above or below the state's average. A total of 105 urban public high schools across Texas with enrollments at or above 1,000 students were included in this study. Of the schools included in the study, only those schools with a majority Hispanic student population (51% or greater) were included. Using a discriminant analysis, data were gathered from these 105 schools regarding the following variables: (1) the percentage of Hispanic students, (2) percentage of Hispanics enrolled in advanced-placement math classes, (3) percentage of Hispanic teachers, (4) percentage of Hispanic students math college readiness, (6) percentage of low-income students, (7) school size, (8) average math class size, (9) school instructional expenditure, and (10) average campus administrator salary. The 2015-2016 Texas Academic Performance Report (TAPR) was the main source from which the data were collected for the study.

Advisor

Ava Munoz

Subject Categories

Education | Educational Leadership

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