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• W1565619616 abstract "We analyzed the extent to which di erences were present between White students and Hispanic students in their passing rates in reading and in math over a 16-year time period across all Texas elementary schools (ns > 1,000 schools). As anticipated, White students had statistically signi cantly higher passing rates in both reading and math for all 16 years, with e ect sizes ranging from large to small. The achievement gap was noticeably greater in reading (i.e., large e ect sizes) than in math (i.e., small to moderate e ect sizes). Though statewide and national e orts have been implemented in the past 16 years, the gap in passing rates still re ects a substantial lack of equity. note: This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a signi cant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Preparation, Volume 6, Number 2 (April June, 2011), ISSN 2155-9635. Formatted and edited in Connexions by Theodore Creighton, Virginia Tech, and Janet Tareilo, Stephen F. Austin State University. Brad Bizzell, Virginia Tech serves as Technical Editor. ∗Version 1.3: May 11, 2011 6:47 am GMT-5 †http://creativecommons.org/licenses/by/3.0/ http://www.ncpeapublications.org http://cnx.org/content/m38297/1.3/ Connexions module: m38297 2 1 Sumario en espanol Analizamos el punto hasta que diferencias fueron presentes entre estudiantes Blancos y estudiantes hispanos en sus tasas pasajeras en leer y en matematicas sobre un periodo de tiempo de 16 anos a traves de todos los escuelas de ensenanza primaria de Tejas (N> 1.000 escuelas). Como estudiantes anticipados y Blancos tuvieron estadisticamente apreciablemente pasando mas alto las tasas en leyendo y las matematicas para 16 anos, con tamano de efecto que recorren de grande a pequeno. El vacio del logro fue notablemente mas grande en leer (es decir, efecto grande calibra) que en matematicas (es decir, pequeno moderar tamano de efecto). Aunque los esfuerzos a todo el estado y nacionales han sido aplicados durante los ultimos 16 anos, el vacio en tasas pasajeras todavia re eja una falta substancial de equidad. note: Esta es una traduccion por computadora de la pagina web original. Se suministra como informacion general y no debe considerarse completa ni exacta." @default.
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• W1565619616 title "Reading and Math Differences between Hispanic and White Students in Texas: A 16-Year Analysis." @default.
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