0.2 Reading and math differences between hispanic students and  (Page 5/10)

Concerning the 2006-2007 academic year, the Wilcoxon signed-rank test yielded statistically significant differences in passing rates in reading between Hispanic students and students who were LEP, z = -32.87, p <.001, and in passing rates in math, z = -29.20, p <.001. Effect sizes were large, with a Cohen’s d of 1.36 for the reading pass rate difference and a Cohen’s d of 0.87 for the math pass rate difference (Cohen, 1988). Hispanic students averaged 21.88% points higher in their reading pass rates and 13.3% points higher in their math pass rates than students who were labeled LEP.

Regarding the 2005-2006 academic year, the Wilcoxon signed-rank test resulted in statistically significant differences in passing rates in reading between Hispanic students and students who were LEP, z = -31.99, p <.001, and in passing rates in math, z = -29.19, p <.001. Effect sizes were large, with a Cohen’s d of 1.41 for the reading pass rate difference and a Cohen’s d of 0.91 for the math pass rate difference (Cohen, 1988). Hispanic students averaged 22.94% points higher in their reading pass rates and 14.22% points higher in their math pass rates than students who were labeled LEP.

For the 2004-2005 academic year, the Wilcoxon signed-rank test revealed the presence of statistically significant differences in passing rates in reading between Hispanic students and students who were LEP, z = -29.53, p <.001, and in passing rates in math, z = -27.22, p <.001. Effect sizes were large, with a Cohen’s d of 1.51 for the reading pass rate difference and a Cohen’s d of 0.89 for the math pass rate difference (Cohen, 1988). Hispanic students averaged 24.56% points higher in their reading pass rates and 14.89% points higher in their math pass rates than students who were labeled LEP.

Concerning the 2003-2004 academic year, the Wilcoxon signed-rank test yielded statistically significant differences in passing rates in reading between Hispanic students and students who were LEP, z = -30.70, p <.001, and in passing rates in math, z = -28.76, p <.001. Effect sizes were large, with a Cohen’s d of 1.51 for the reading pass rate difference and a Cohen’s d of 0.93 for the math pass rate difference (Cohen, 1988). Hispanic students averaged 24.88% points higher in their reading pass rates and 16.15% points higher in their math pass rates than students who were labeled LEP.