A Multigrade, Multiyear Statewide Examination of Reading Achievement
Examining Variability Between Districts, Schools, and Students
Bibliographic Data
| ID | 9733803 |
|---|---|
| Authors | Jill L Adelson (0000-0001-9929-1327, University of Louisville, Louisville, KY, corresponding author), Emily R Dickinson (University of Louisville, Louisville, KY), Brittany C Cunningham (Insight Policy Research, Arlington, VA) |
| Year | 2016 |
| Volume | 45 |
| Issue | 4 |
| Pages | 258-262 |
| Publication date | 2016-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x16649960 |
| OpenAlex | W2374256133 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
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
Academic achievement · Achievement test · Mathematics education · Political science · Reading (process · Standardized test · Student achievement · Subsidy · Education Systems and Policy · Parental Involvement in Education · Psychology · School Choice and Performance
| Citations per year | 0.67 |
|---|---|
| Citation span | 2020 - 2024 (5) |
| Highly cited | No |