Differences in Grade 3 Reading by the Economic Status of Students of Color: Much Cause for Concern

Abstract

The purpose of this study was to determine the degree to which the economic status (i.e., Economically Disadvantaged, Not Economically Disadvantaged) of Grade 3 Hispanic students and Black students was related to their reading achievement. Texas statewide data on the state-mandated reading assessment for the 2015-2016 school year were analyzed. Inferential statistical procedures, used on statewide archival data, revealed statistically significant differences as a function of poverty for Hispanic and Black students. Statistically significantly lower percentages of students of color who were economically disadvantaged met the three Phase-in standards on the state-mandated reading assessment than their counterparts who were not economically disadvantaged. Given the importance of strong reading skills at Grade 3, our results are cause for concern. Implications of these findings and recommendations for future research are discussed.