Exploring the Effectiveness of Texas-Mexico Border Independent School Districts in Preparing Students' Reading Literacy Proficiency

• In Event: Hilton Roundtable Session 16
  In Roundtable Session: Districts in Research & Reform Roundtable

Abstract

Through a growth hierarchical linear model, we analyzed elementary students’ literacy achievement across recent five years, taking into account time, district location and interaction between two factors as index factor. We found that both time and district location were statistically significant predictors. For example, Texas-Mexico non-border school districts outperformed border school peers regarding 5th grade students’ performance in reading in 2012 when the state assessment was first administered. As time went by from 2011-2016, the gap widened in the subsequent 5 years. Therefore, we urge more supports and resource to be allocated to border school districts to increase the access to equity for disadvantaged students reading achievement.

Authors

• Yue Min, Texas A&M University - College Station

• Shifang Tang, Texas A&M University - College Station

• Zhuoying Wang, University of Texas at Austin

• Fuhui Tong, Texas A&M University - College Station