Texas High School Distinction Designations and Differences in Teacher and Student Demographic Characteristics: A Statewide, Multiyear Investigation
Samson Alexander Moreno, Cynthia Martinez-Garcia, John R. Slate
Abstract
Analyzed in this study was the degree to which the percentage of beginning teachers and student ethnicity/race enrollment percentages in Texas high schools differed as a function of two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics) was examined. Archival data were obtained from the Texas Academic Performance Reports for the 2012-2013, 2013- 2014, 2014-2015, and 2015-2016 school years. Statistically significant differences were present in the percentage of beginning teachers as a function of distinction designation. Higher percentages of beginning teachers were present in high schools that did not meet the two distinction designations than in schools that met either distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and lower percentages of Black and Hispanic students were present at schools that met the two distinction designations. Implications of results and recommendations for future research were provided.