Assessing Gender Gaps in Reading Proficiency among Black Students in Texas: Evidence from Statewide Data
AUTHORS
Rhonda D. Mason,Sam Houston State University, USA
Fred C. Lunenburg,Sam Houston State University, USA
John R. Slate,Sam Houston State University, USA
ABSTRACT
This study provides a comprehensive, statewide analysis of gender disparities in reading accomplishment among Grade 4 Black students in Texas, covering three academic years (2016-2017, 2017-2018, and 2018-2019). Using archival data from the Texas STAAR Reading Assessment, this research investigated differences in performance between Black boys and Black girls through three reporting categories: (1) comprehension across genres, (2) literary texts, and (3) informational texts. Findings revealed that Black girls consistently outperformed Black boys, with statistically significant differences observed in each reporting category and each school year. The performance gap was evident in all phases of reading proficiency, with Black girls achieving higher percentages at the Approaches, Meets, and Masters Grade level standards. Specifically, the results demonstrated that more Black girls met the minimum expectations and reached advanced proficiency levels compared to their male counterparts. Effect sizes for these disparities were small yet consistent, suggesting persistent gender-based differences. The findings from this study underscore the importance of considering gender in designing reading interventions and resource allocations within schools. Enhanced understanding of these achievement gaps can inform the development of policies to support the academic growth of all Black students in Texas. Recommendations are provided for further research on gender dynamics in reading proficiency among different demographic groups and policy changes to address the identified disparities.
KEYWORDS
Reading achievement, Black students, Grade 4, Texas, STAAR Reading Assessment, Gender-based analysis, Academic performance
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