A Multigrade, Multiyear Statewide Examination of Reading Achievement

Abstract

This brief examined the patterns of reading achievement using statewide data from all students (Grades 3–10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students’ prior achievement was the strongest predictor of current achievement. Achievement gaps were identified for males, Black students, students receiving meal subsidies, and schools with higher proportions of students receiving meal subsidies. A “clientele effect” was also found. Policy implications are discussed.

Poverty, Academic Achievement, and Giftedness: A Literature Review

“…Importantly, these researchers also found that in the United States, there were greater differences in opportunity to learn within schools than between schools and essentially half of the within-school relationship between SES and mathematics literacy could be attributed to differences in opportunities to learn, most likely in the form of differences in level of curriculum provided, access to more advanced classes, instructional quality and teacher expectations within and between schools. Adelson, Dickinson, and Cunningham (2016) similarly found that reading achievement varied more within schools than between schools when analyzing statewide data for Kentucky, also implicating differences within schools in opportunities to learn.…”

Reading Comprehension Interventions for Students with Intellectual Disability: A Systematic Literature Review

“…Students with ID can be successful in reading instruction, exhibit educational behavior in the desired direction, and educators can support this process with effective strategies (Keefe & Copeland, 2011). Moreover, improved reading skill in early grades has been linked to positive reading skill in later grades (Adelson, Dickinson, & Cunningham, 2016), school attendance, grade point average, and college attendance (Lesnick, George, Smithgall, & Gwynne, 2010). Thus, it is necessary to investigate effective instructional methods used to teach reading comprehension skills to students with ID.…”

“…Zihin yetersizliği olan öğrenciler okuma öğretiminde başarılı olabilirler, istendik yönde eğitimsel davranışlar sergileyebilirler ve eğitimciler de bu süreci etkili stratejilerle destekleyebilirler (Keefe & Copeland, 2011). Ayrıca, erken yaşlarda edinilen okuma becerisinin sonraki yıllardaki okuma becerisine (Adelson, Dickinson & Cunningham, 2016), okula devam durumuna, genel ortalamaya ve üniversite katılımına (Lesnick, Goerge, Smithgall & Gwynne, 2010) 2006) tarafından kapsamlı bir derlemede incelenmiş olmasıdır. Bu yüzden, bu çalışma 2006 yılından sonra yapılmış çalışmalar ile sınırlandırılmıştır.…”