Differences in Reading by the Economic Status of Grade 3 Black Boys and Girls

Examined in this study was the reading achievement of Grade 3 Black boys and girls in Texas as a function of their economic status (i.e., Not Poor, Moderately Poor, and Extremely Poor). Three reading indicators (i.e., Phase-In I, Phase-In II, and Phase-In III) from the 2015-2016 State of Texas Assessment of Academic Readiness exam were analyzed separately for Grade 3 Black boys and girls. Inferential statistical analyses revealed the presence of a stairstep effect in all three dependent measures of reading. As the poverty level of Grade 3 Black boys and Black girls increased, their reading performance decreased. That is, the percentages of Grade 3 Black boys and Black girls who passed the three reading indicators decreased as their poverty level increased. Implications of the findings are discussed and suggestions for further research are made.