Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic Assessment of Readiness (STAAR) scores of third through fifth graders in four south Texas schools are analyzed utilizing binary logistical regression method. When the tests were run combining third through fifth grade levels in reading and math, socioeconomic status was significant. However, when the tests were run grade level by grade level, socioeconomic status was insignificant in grade 4 for reading and math. Ultimately, the study reinforces that socioeconomic status is a variable that should not be overlooked as educational accountability transitions into the STAAR.
February 6, 2014
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