Differences by Economic Status in Grade 3 Reading Performance - A Texas Multiyear Study

Oct 15, 2026

Uploaded by Mimi

The study examines how Texas Grade 3 students’ reading performance varies with the degree of economic disadvantage across the 2012-2013, 2013-2014, and 2014-2015 school years, using Texas Education Agency data. Statistically significant differences with small to moderate effect sizes appear in reading performance on STAAR, with a stair-step achievement pattern: greater poverty corresponds to lower scores and lower likelihood of meeting passing standards. Future research and policy implications are proposed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Literacy and Reading Skills

Economic Disadvantage

Differences by Economic Status in Grade 3 Reading Performance: A Texas Multiyear Study By Jenny A. M. McGown 􀀍 & John R. Slate† In this investigation, differences in the reading performance as a function of degree of economic disadvantage for Texas Grade 3 students were examined. Data were obtained from the Texas Education Agency on all Texas Grade 3 students for the 2012-2013, 2013-2014, and 2014-2015 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in reading performance, as measured by the State of Texas Assessment of Academic Readiness, by student economic status. For all three Reading Reporting categories, a "stair-step of achievement effect" was present in that the greater the degree of poverty the lower student reading scores were. Analyses of passing standards revealed a similar pattern in that the greater the degree of poverty, the less likely students were to meet the passing standard. Suggestions for future research and implications for policy and practice were made. Keywords: economically disadvantaged, literacy, reading skills, STAAR, Texas. Introduction With more children living in poverty in the United States today than during the Great Depression (Potter, 2015), the academic performance of these children and their ability for upward social mobility should be of upmost importance. As a nation, education historically has been hailed as the great equalizer, the vehicle of democracy driving the attainment of the American Dream. Yet repeatedly, researchers (e.g., Hagans & Good, 2013; Reardon, 2013; Saez, 2012) have revealed an ever-widening gap in academic success between students in poverty and students who are not in poverty. This "income inequality gap" (Reardon, Valentino, & Shores, 2012, p. 29) has now surpassed historical racial achievement gaps, increasing to the point that family income is now the best predictor of a child’s academic success. This reality appears in the results of standardized testing, particularly as it pertains to student literacy, a fundamental life skill needed for success (Reardon, 2013). As with grades, graduation rates, college admission, and degree completion, students from higher economic status groups outperform students from lower economic status groups on standardized assessments (Lee & Slate, 2014) . To provide a foundation for the reader, some of the research related to the disparities in student achievement of students in poverty, particularly as it pertains to literacy, is summarized briefly here. 􀀍Deputy Superintendent, Klein Independent School District, USA. †Professor, Sam Houston State University, USA. [https://doi.org/10.30958/aje.6-3-2](https://doi.org/10.30958/aje.6-3-2) doi=10.30958/aje.6-3-2 Literacy and Reading Skills To begin, the complexity of the word literacy and what it means to be literate involves a broad spectrum of definitions. For purposes of this study, literacy is defined as "the ability to access, evaluate, and integrate information from a wide range of textual sources" (Reardon, Valentino, & Shores, 2012, p. 18) and encompasses a complex set of skills (i.e., phonological, comprehension, analysis) that students acquire most rapidly during the elementary and middle school years (Reardon, Valentino, & Shores, 2012) . To meet minimum requirements on state assessments, student must demonstrate basic reading skills (Garcia & Cain, 2014) . In Texas, reading skills are defined across the three reporting categories of the State of Texas Assessment of Academic Readiness (STAAR) Reading exam in Grade 3. Students’ ability to demonstrate basic reading understanding across genres (i.e., fiction, poetry, drama, literary non-fiction, expository, persuasive) by determining "the meaning of grade-level academic words in English, using context to determine the meaning of unfamiliar words, and comparing and contrasting themes or moral lessons" is assessed in Reporting Category 1

FAQs

What does the study analyze about Texas Grade 3 students’ reading performance?

It analyzes differences in reading performance according to the degree of economic disadvantage among Texas Grade 3 students.

Which data source and time span does the study use?

The study uses Texas Education Agency data for all Texas Grade 3 students across the 2012-2013, 2013-2014, and 2014-2015 school years.

What pattern is found between poverty level and reading results?

A stair-step achievement pattern appears: as the degree of poverty increases, reading scores decrease and fewer students meet the passing standard.

Oct 15, 2026

Uploaded by Mimi