Mathematics Achievement of Middle School Latinas Based on Test Mode Effect and Teacher Attitudes in a South Texas School District

Author

• Joe David De Leon, The University of Texas Rio Grande Valley

Date of Award

7-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Angela Chapman

Second Advisor

Carmen Peña

Third Advisor

Seokmin Kang

Abstract

This study is intended to study the mathematics achievement of middle school Latinas based on the test mode effect and teacher attitudes. This concern of lower scores, whether it exists or not, can influence the perception that teachers have regarding the success of Latinas in their classrooms and the self-esteem of the students themselves. The purpose of this mixed methods study was to: (a) identify if the relationship between the mode of STAAR testing and gender/ethnicity exists, specifically between White female and Latina STAAR mean math scores from 2017 – 2024; (b) to what extent do Latina middle school math teachers’ (MSMTs) attitudes toward outcome expectancy and use of technology in the classroom influence scores in math; (c) how do Latina teachers’ knowing and understanding of the struggles of Latinas in math achievement influence their teaching as it relates to the LatCrit and Critical Race Feminism principles.

Comments

Copyright 2026 Joe David De Leon. All Rights Reserved. https://proquest.com/docview/3409008907

Recommended Citation

De Leon, J. (2026). Mathematics Achievement of Middle School Latinas Based on Test Mode Effect and Teacher Attitudes in a South Texas School District [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1984