文章基本信息

标题：Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach
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作者：Shifang Tang ; Zhuoying Wang ; Yue Min 等
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2019
卷号：9
期号：1
页码：38-52
DOI：10.3390/educsci9010038
出版社：MDPI Publishing
摘要：This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students’ performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students’ reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students’ reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate.
关键词：Texas–Mexico Border; reading; academic achievement; bilingual; bicultural; biliteracy Texas–Mexico Border ; reading ; academic achievement ; bilingual ; bicultural ; biliteracy