Factors that contribute to educational success for Hispanic students in Texas school districts

Date
2010-12-30
Authors
Hale, Karen Louise
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Abstract

The purpose of this study is to determine factors that contribute to educational success for Hispanic students in Texas school districts. The study applies and tests a synthesis of social capital and political resource theories to identify the structural determinants that impact positive educational outcomes. Three research questions guided the study: (1) Does social capital have an effect on educational success of Hispanic students in Texas school districts? (2) Does political resource theory have an effect on educational success for Hispanic students in Texas school districts? (3) Does social capital combined with political resource theory further predict educational success for Hispanic students in Texas school districts?

This study uses secondary data to test the research questions. The Academic Excellence Indicator System for 2006-2007 published annually by the Texas Education Agency is used in this study. This study tested twelve hypotheses using ordinary least squares regression. Five models are presented to determine what factors have a significant effect on Hispanic TAKS cumulative pass rate.

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Keywords
Education, Social sciences, Educational achievement, Educational success, Hispanic education, Inequality in education, Political resources in education, Social capital
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