The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

Authors

  • Frances Ann Martinez-Perez
  • Lori Kupczynski
  • Marie-Anne Mundy

DOI:

https://doi.org/10.14738/assrj.15.461

Keywords:

socioeconomic status, academic achievement, STARR, rural education

Abstract

The primary focus of the study is to analyze the effect of socioeconomic status on academic achievement by analyzing the scores of economically disadvantaged students in comparison to those of non-economically disadvantaged students on the State of Texas Academic Assessment of Readiness (STAAR) exam. Specifically, the study examines the 2013 STAAR reading and math scores of third, fourth, and fifth graders in attendance at four small rural schools in order to allow educators the capability to further understand the association between socioeconomic status and academic achievement among students in rural communities. Binary logistic regression is utilized and the results of analysis pointed out that socioeconomic status had a significant impact at the 4th grade level specifically. The results of this study provided information to be utilized by school leaders ranging from teachers all the way up to superintendents and on through higher education to inform teacher preparation curriculum that is specific to the needs of economically disadvantaged learners.

References

Collins, J. L., Lehnherr, J., Posner, S. F., & Tommey, K. E. (2009). Ties that bind: maternal and child health and chronic disease prevention at the centers for disease control and prevention. Preventing Chronic Disease, 6(1).

. McGencey, S. (2011). The time is now creating opportunities for young children to succeed. National Civic Review, 100(4), 56-58.

. Rothstein, R. (2008). Whose problem is poverty? Educational Leadership, 65(7), 8-13.

. Ozkan, Y., Purutcuoglu, I., Hablemitogu, V. (2010). Interpersonal impact of the poverty on children. International Journal of Academic Research, 2(6), 172-179.

. Daily, S., Burkhauser, M., & Halle, T. (2011). School readiness practices in the united states. National Civic Review, 100(4), 21-14. doi: 10.1002/ncr.20080

. Engle, P. L., & Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York Academy of Sciences, 1136, 243-256. doi:10.1196/annals.1425.023

. Noguera, P. A. (2009). The achievement gap: Public education in crisis. New Labor Form (Murphy Institute), 18(2), 0-9. Doi:10.19/NLF.182.0000008

. Action for Healthy Kids. (2008). Progress or promises? What’s working for and against healthy schools. Retrieved From: http://www.actionforhealthykids.org/pdf/Progress%10or%20Promises.pdf

. Murnane, R. J. (2007). Improving the education of children living in poverty. Future of Children, 17(2), 161-182.

. Smyth, T. S. (2008) Who is no child left behind leaving behind? Clearing House: A Journal of Educational Strategies, Issues and Ideas, 8(1), 133-137.

. Hewitt, A. M. (2007). Prevention is primary: Strategies for community well-being. Inquiry (00469580), 44(4), 496-497.

. Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation. Retrieved from: http://www.aecf.org/%7E/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/DoubleJeopardyReport040511FINAL.pdf

. Duncan, G. J., & Murnane, R. J. (2011). Whither opportunities?: Rising inequality schools, and children’s life chances.: New York, NY: Russell Sage Foundation.

. Hewitt, D. T. (2011). Reauthorize, revise, and remember: Refocusing the No Child Left Behind Act to fulfill Brown's promise. Yale Law & Policy Review, 30(1), 169-194.

. Buckhalt, J. A. (2011). Insufficient sleep and the socioeconomic status achievement gap. Child Development Perspectives, 5(1), 59-65. doi:10.1111/j.1750-8606.2010.00151.x

. Fram, M., Miller-Cribbs, J. E., & Van Horn, L. (2007). Poverty, race, and the contexts of achievement: Examining educational experiences of children in the U.S. south. Social Work, 52(4), 309-319.

. Wiliam, D. (2010). Standardized testing and school accountability. Educational Psychologist, 45(2), 107-122. doi:10.1080/00461521003703060

. Haertel, E. H., & Herman, J. L. (2005). A historical perspective on validity arguments for accountability testing. In J. L. Herman & E. H. Haertel (Eds.). Uses and misuses of data for educational accountability and improvement: 104th Yearbook of the National Society for the Study of Education (Part 2, pp. 1–34). Malden, MA: Blackwell.

. Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). Washington, DC: American Council on Education/Macmillan.

. Barrier-Ferreira, J. (2008). Producing commodities or educating children? Nurturing the personal growth of students in the face of standardized testing. Clearing House, 81(3), 138-140.

. Johnston (2011). From regulation to results: Shifting American education from inputs to outcomes. Ale Law & Policy Review, 30(1), 19-209.

. Murphy, S., Johnston , P., Hansen, J., & Shannon, P. (1998). Fragile evidence: A critique of reading assessment. New Jersey: Lawrence Erlbaum Associates.

. Holley-Walker, D. (2011). Race and socioeconomic diversity in American legal education: A response to Richard Sander. Denver University Law Review, 88(4), 845-850.

Downloads

Published

2014-09-30

How to Cite

Martinez-Perez, F. A., Kupczynski, L., & Mundy, M.-A. (2014). The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools. Advances in Social Sciences Research Journal, 1(5), 116–122. https://doi.org/10.14738/assrj.15.461