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ERIC Number: ED479541
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Power of Early Success: A Longitudinal Study of Student Performance on the Washington Assessment of Student Learning, 1998-2001. Research Report.
Fouts, Jeffrey T.
This study used Washington state school district identification numbers to follow the progress of 14,860 fourth graders (in 1998) and 12,827 seventh graders (in 1998) for 3 years. The inauguration of the Washington Assessment of Student Learning (WASL) made it possible to track individual student academic performance and examine the consequences of early academic success. Through the use of creative flow analysis the study demonstrated the 3-year WASL results for students who initially scored at each of the four levels of the test. This resulted in the dramatic finding that only 3.1% of students who scored at Level 1 reading in grade 4 were able to meet the standard (Level 3 or 4) by seventh grade. This trend is confirmed for reading and mathematics for both the 4th to 7th grade cohorts and the 7th to 10th grade cohorts. The study also examined the impact of student background factors other than individual ability that might partially explain these findings. Ethnicity appears to be one such influence, although differences among ethnic categories may be at least partially due to differences in family income and other variables. Analysis also suggest that for every 100 students who score at level 1 in reading in grade 4 and proceed through the current educational system, approximately 34% will meet the reading standard at 10th grade. The report also contains recommendations that might guide remediation efforts, including a call to examine the nature of learning expected between fourth and seventh grades compared to that between the upper grades. (SLD)
For full text: http://www.spu.edu/orgs/research/WSRC%20MatchingStudyFinal%20Draft.pdf.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center.
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: Washington Assessment of Student Learning