Vision related learning problems and the impact on the school performance of African American elementary-age students

This was a quantitative research study using ex post facto research to examine differences in African American and Caucasian students' vision problems, as well as the extent to which these differences were related to school performance as measured by literacy skills as the foundation of learning, school adjustment and teacher perceptions. My examination summarizes a growing volume of research on contributing factors of the underperformance of African American students and emphasizes the degree to which vision related learning problems impact the school performance of elementary-age students. The first section of the research study focused on the prevalence of vision problems between race/ethnicity reported by parents through a cross-tabulation analysis using a chi-square statistic. The second section of the research study focused on the ethnic differences in the level of vision problems reported at the start of kindergarten in relation to children's literacy skills reported by parents and a reading assessment through an analysis of variance. The final section addressed the racial/ethnic differences between African Americans and Caucasians in the level of vision problems reported at the start of kindergarten in relation to children's adjustment to kindergarten by parents and teachers through an analysis of variance. Results of the chi-square test for independence indicated that there were statistically significant differences in the prevalence of vision problems between African American and Caucasian children. The second section of the study resulted in a statistically significant difference with African American and Caucasian children reporting the lowest levels of literacy among those who have been untreated for vision problems. The next section partially confirmed parent's perception of a negative adjustment to kindergarten when taking vision into account. However, there was only a slight difference in the overall adjustment as reported by parents. The teacher reported positive adjustment to kindergarten by race/ethnicity and vision problems was partially confirmed. A clear pattern of difference was observed in teacher reports of positive school adjustment by comparing vision problems and race/ethnicity, but not for externalizing behavior problems. This study provides insight on factors that contribute to the underperformance of African American students.