Equity-Driven Reading Performance Remedy for Economically Disadvantaged Secondary Students in Texas-Border Schools

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Answering the Call: Building Knowledge to Advance Equity Aims (Table 8)

Abstract

Purpose: This study examines a small, rural school district with a secondary focus located on the Texas-Mexico border that implemented the Teacher Incentive Allotment (TIA) during the 2022-2023 school year. The purpose of this study is to explore the effects of TIA policy as an intervention tool to lessen identified reading gaps for economically disadvantaged students. Methods: The research design entails an instrumental qualitative case study approach. The triangulation of the data intends to demonstrate how the adoption of the TIA policy impacts economically disadvantaged students’ access to improved reading instruction. Conclusion: Findings indicate that TIA had a positive impact on the reading performance of secondary students after the implementation.

Authors

• E. Vanessa de Leon, Texas Tech University

• Irma Laura Almager, Texas Tech University

• Fernando Valle, Texas Tech University

• Lacy N. Holocker, Texas Tech University

• Neredya Trevino, Texas Tech University