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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.

Descriptive Statistics for Passing Rates in Reading and in Math for Hispanic Students and Students Who Were LEP for the 2006-2007 and 2005-2006 School Years
2006-2007 School Year n M SD
Reading Pass Rates
Hispanic Students 1530 73.35 11.33
Students with LEP 1530 51.47 19.70
Math Pass Rates
Hispanic Students 1498 79.48 11.02
Students with LEP 1498 66.18 18.72
2005-2006 School Year
Reading Pass Rates
Hispanic Students 1447 70.55 11.98
Students with LEP 1447 47.61 19.60
Math Pass Rates
Hispanic Students 1445 74.92 11.86
Students with LEP 1445 60.70 18.64

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.

Descriptive Statistics for Passing Rates in Reading and in Math for Hispanic Students and Students Who Were LEP for the 2004-2005 and 2003-2004 School Years
2004-2005 School Year n M SD
Reading Pass Rates
Hispanic Students 1237 62.99 12.62
Students with LEP 1237 38.43 19.27
Math Pass Rates
Hispanic Students 1298 72.73 12.77
Students with LEP 1298 57.84 19.85
2003-2004 School Year
Reading Pass Rates
Hispanic Students 1312 67.23 12.62
Students with LEP 1312 42.35 19.66
Math Pass Rates
Hispanic Students 1346 74.22 13.26
Students with LEP 1346 58.07 20.72

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Source:  OpenStax, The achievement gap between white and non-white students. OpenStax CNX. Jan 10, 2012 Download for free at http://cnx.org/content/col11402/1.4
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