Journal of K-12 Educational Research 33 Research has also highlighted that Hispanic and EB students in Texas continue to experience educational disparities rooted in socioeconomic inequity, limited language supports, and deficit-based expectations (DeMatthews & Izquierdo, 2020; Gándara & Mordechay, 2017; Valencia, 2020). As noted in the broader literature, poverty remains a persistent issue impacting school funding, access to quality instruction, and long-term student outcomes (Desimone, 2001; Ladson-Billings, 2006). Economic disparities are not simply a matter of inequality—they also intersect with traditional American ideologies that emphasize individual merit while often ignoring systemic barriers (Labaree, 1997; McNamee & Miller, 2014). Additionally, many Hispanic students attend schools with fewer resources, lower teacher retention, and less access to culturally sustaining pedagogy, further compounding achievement challenges (Darling-Hammond, 2010; Reardon, 2011). Despite widespread public support for the principle of educational equity, practical implementation remains inconsistent. Educators often lack the tools and training necessary to support the cultural and linguistic diversity present in today’s classrooms (Gay, 2018; Villegas & Lucas, 2002). These inequities are especially visible in the underrepresentation of Hispanic leaders in Texas K–12 schools, a gap that influences not only student outcomes but also community trust and policy responsiveness (Castro et al., 2018; Education Trust, 2022; Grissom et al., 2021). Methodology This quantitative, cross-sectional study utilized 2023– 2024 STAAR reading and math scores for Grades 3, 4, and 5 across Texas. The Grade 3 STAAR Mathematics test includes content that covers basic arithmetic, understanding of numbers, and introduction to algebraic thinking. Students are assessed on their ability to solve problems involving addition, subtraction, and the basics of multiplication and division (Texas Education Agency, 2022). The Grade 3 reading assessment for third graders evaluates comprehension, vocabulary, and the ability to analyze literary texts. This test is designed to ensure that students can understand and interpret written material appropriate for their developmental stage (Texas Education Agency, 2021b). The Grade 4 STAAR Mathematics assessment encompasses a broader range of topics including advanced multiplication and division, basic geometry, and the introduction of fractions and decimals. The test aims to build a solid foundation in elementary mathematical concepts that are crucial for higher-level mathematics. The Grade 4 Reading STAAR test challenges students with more complex texts and requires a deeper level of comprehension and critical thinking. Students must demonstrate their ability to extract and analyze information from diverse reading materials (Texas Education Agency, 2021a). The Grade 5 Mathematics assessment for fifth graders includes topics such as advanced arithmetic, the basics of statistics, and an introduction to the principles of geometry and measurement. This level tests students’ ability to apply mathematical concepts to solve real-world problems. In fifth grade, the Grade 5 Reading STAAR assessment focuses on higher-order thinking skills associated with reading comprehension. Students are evaluated on their ability to understand and critically analyze literary and informational texts (Texas Education Agency, 2021a). Each STAAR test is administered online and includes a variety of question types, such as multiple-choice questions, inline choice questions also known as dropdown menus, multipart items or related questions, short constructed responses which are brief explanations, and extended constructed responses that require writing an in-depth analysis. These assessments provide valuable data for educators and policymakers to evaluate instructional effectiveness and make informed decisions regarding educational interventions (Texas Education Agency, 2023c). The Meets Grade Level performance standard represents strong knowledge of course content, indicating students are well prepared for the next grade with minimal interventions needed (Texas Education Agency, 2023a). To achieve the Meets Grade Level performance standard, students must meet specific scale score requirements and demonstrate proficiency
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