Differences in the Reading Performance of Texas Grade 4 Girls and Boys: A Multiyear, Statewide Investigation
LaTracy Harris, John R. Slate, George W. Moore, Frederick C. Lunenburg
Abstract
In this investigation, the degree to which differences were present in reading between Grade 4 Texas boys and girls was examined. Data, obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 boys and girls in Texas who took the State of Texas Assessment of Academic Readiness Reading exam, were analyzed for the 2012-2013, 2013-2014, and 2014-2015 school years. In all three years analyzed, statistically significant differences were established in not only overall reading performance, but also in all three Reading Reporting categories. A clear stair-step effect was present; girls outperformed boys in all three Reading Reporting categories as well as had higher percentages who met the Level II Final Satisfactory Standard. Future research recommendations and implications for policy and practice are suggested.