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ERIC Number: ED555991
Record Type: Non-Journal
Publication Date: 2013
Pages: 216
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2648-0
ISSN: N/A
College-Readiness Rates of Special Needs High School Graduates in Texas Public Schools
Chandler, Jacob Ross
ProQuest LLC, Ed.D. Dissertation, Sam Houston State University
Purpose: The purpose of this study was to examine the college-readiness rates of high school graduates in Texas designated as being (a) economically disadvantaged, (b) Limited English Proficient (LEP), or (c) enrolled in special education using archival data from the Texas Education Agency (TEA) Academic Excellence Indicator System (AEIS). Data, examined from the 2006-2007, 2007-2008, 2008-2009, 2009-2010, and 2010-2011 school years, were college-ready graduate rates in math, reading, and in both subjects for these groups of students graduating from public high schools in Texas. Method: In this quantitative study, a causal-comparative research design was used. Archival data from the Texas Education Agency Academic Excellence Indicator System were obtained for the 2006-2007, 2007-2008, 2008-2009, 2009-2010, and 2010-2011 school years. Descriptive statistics for each school year were calculated, demographic groups were compared within school years, and trends were determined across all school years. Additionally, data were coded to permit ANOVA analyses. Findings: For the 5 years of data analyzed, in both reading and math, college-readiness rates of the all-students group were higher than students who were economically disadvantaged, LEP students, and special education students. Students who were economically disadvantaged had college-readiness rates higher than LEP students and special education students. Students enrolled in special education had higher college- readiness rates in reading than LEP students, but lower college-readiness rates than LEP students in math. Of the 15 statistical analyses, statistically significant findings were present, revealing 13 large effect sizes and 2 moderate effect sizes. The 10 effect sizes for reading and math were large indicating that group membership was strongly related to the extent to which students were determined to be college-ready in reading and in math for the 2006-2007 through the 2010-2011 school years. For both subjects, 3 effect sizes were large and 2 moderate effect sizes were present, which indicated that group membership was moderately related to the extent to which students were determined to be college-ready in both subjects for the 2006-2007 and 2007-2008 school years and strongly related for the 2008-2009 through the 2010-2011 school years. Moreover, effect sizes increased over time for math, reading, and both subjects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas