Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership


Dr. Clay Beason


The purpose of this dissertation was to determine the predictive effects of race, gender, and SES on reading achievement for sixth-, seventh-, and eighth-grade students in the Arkansas Delta. A quantitative, regression strategy was used to analyze the data. Predictor variables for each hypothesis were race, gender, and SES. The criterion variable was reading achievement for Grades 6, 7, and 8. The sample included 450 individual students from three participating schools located in the Arkansas Delta. The results were analyzed by examining the combination of predictor variables. Also, each predictor variable was examined individually to ascertain how much the predictor variable contributed to the overall prediction formula. The overall model significantly predicted for Grade 8 reading achievement and not for Grade 6 or Grade 7. Race and gender significantly contributed to the prediction model for Grade 8. SES was not significant for any of the hypotheses. Overall, the findings were inconclusive that race, gender, and SES predict reading achievement. Further research regarding the predictive effects of sociocultural factors on student achievement is necessary.

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