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Inferential analyses show a stair-step pattern: as poverty increases, performance decreases and fewer students meet passing standards. Notably, over half of Moderately Poor and more than two thirds of Very Poor students fail to meet grade-level mathematics standards. The study also presents policy and practice implications and recommendations for future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/poverty-and-mathematics-performance-of-texas-grade-3-students-a-cause-for-concern/596039/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/poverty-and-mathematics-performance-of-texas-grade-3-students-a-cause-for-concern/596039.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which economic status groups are compared in the study?","Question",{"text":112,"@type":113},"The study compares Texas Grade 3 students across three groups: Not Poor, Moderately Poor, and Very Poor.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What assessment indicators are analyzed for mathematics performance?",{"text":117,"@type":113},"It analyzes three mathematics indicators from the 2015–2016 Texas state-mandated assessment: Approaches, Meets, and Masters Grade Level.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main statistical finding about poverty and mathematics performance?",{"text":121,"@type":113},"Inferential analyses reveal a stair-step effect: as poverty increases, mathematics performance decreases and fewer students meet passing standards.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596039,1792209548,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Poverty and Mathematics Performance of Texas Grade 3 Students: A Cause for Concern  \nGaylon Christopher Davenport * and John R. Slate**  \nAbstract  \nIn this investigation, the extent to which the mathematics performance of Texas Grade 3 students differed by their economic status (i.e., Not Poor, Moderately Poor, and Very Poor) was addressed. Three mathematics indicators (i.e., Approaches, Meets, and Masters Grade Level) from the 2015- 2016 Texas state-mandated mathematics assessment were analyzed. Inferential statistical analyses revealed the presence of a clear stair step effect for all three measures of mathematics performance. As the poverty level of Texas Grade 3 students increased, their mathematics performance decreased. The higher the level of poverty, the fewer Grade 3 students were able to meet the passing standard on the Texas state-mandated mathematics assessment. Of note is that over than half of the Moderately Poor group and more than two thirds ofthe Very Poor group did not meet grade level standards in mathematics. Policy and practice implications were provided, along with recommendations for future research investigations.  \nKeywords: Economic status, mathematics performance, achievement gaps, poverty, elementary students, PEIMS, TEA, STAAR, Texas  \n* Doctoral Student, Department of Educational Leadership, Sam Houston State University, Email: [gcd003@shsu.edu](gcd003@shsu.edu)  \n** Professor, Department of Educational Leadership, Sam Houston State University, Email: [jrs051@shsu.edu](jrs051@shsu.edu)  \nIntroduction  \nIn 2016, more than four out of 10 children under 18 years of age were from low-income families and slightly less than one out of five children were from poor families (National Center for Children in Poverty, 2018) . In the Southern Region of the United States, the percentage of children from low-income families is four percentage points higher than the national average, at 45% . With respect to Texas, the National Center for Children in Poverty (2018) reported that almost one fourth of the children under 18 were from poor families.  \nWith respect to poverty and mathematics achievement, Flores (2007) analyzed data for low-income, Black, and Hispanic students. Results of this investigation showed that achievement gaps were present in mathematics performance with respect tostudents’economic status. Poverty was negatively related to student mathematics performance. Regarding reasons for these achievement gaps, Flores (2007) contended that low-income students are not given the same opportunities (e.g., qualified teachers, low expectations, student funding)to learn mathematics as other students.  \nConcerning the State of Texas, Lee and Slate (2014) examined statewide reading and mathematics data to ascertain the relationship of economic status to student reading and mathematics performance. They documented the presence of statistically significant lower performance in reading and in mathematics for students in poverty than for their peers who were not poor. In a recent investigation, McGown (2016) analyzed the relationship of economic status to reading scores on the Texas state-mandated assessment, the State of Texas Assessment of Academic Readiness (STAAR) . She established that statistically significant differences were present in the reading achievement of Texas Grade 3 students for all four school years by their economic status. A stair-step effect for reading performance was evident, in that students in the free lunch program had the poorest reading skills; students in the reduced price lunch had the next poorest reading skills; with students who were not poor having the best reading skills.  \nIn another recent Texas study, Harris and Slate (2017) addressed the relationship of economic status and the reading performance of Grade 3 Black boys and girls. In their analysis of reading scores from the state-mandated assessment, they documented the presence of statistically significant differences for bo","cbCaiiToLCqAayKb","https://ap.wps.com/l/cbCaiiToLCqAayKb","pdf",100314,"English","# Introduction\n## Background on poverty and mathematics achievement\n# Statement of the Problem\n# Objective of the Study","[{\"question\":\"Which economic status groups are compared in the study?\",\"answer\":\"The study compares Texas Grade 3 students across three groups: Not Poor, Moderately Poor, and Very Poor.\"},{\"question\":\"What assessment indicators are analyzed for mathematics performance?\",\"answer\":\"It analyzes three mathematics indicators from the 2015–2016 Texas state-mandated assessment: Approaches, Meets, and Masters Grade Level.\"},{\"question\":\"What is the main statistical finding about poverty and mathematics performance?\",\"answer\":\"Inferential analyses reveal a stair-step effect: as poverty increases, mathematics performance decreases and fewer students meet passing standards.\"}]","Poverty and Mathematics Performance of Texas Grade 3 Students: A Cause for Concern | PDF",1792082327,25]