ERIC Number: EJ1101653
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Reference Count: 10
A Multigrade, Multiyear Statewide Examination of Reading Achievement: Examination of Reading Achievement Examining Variability between Districts, Schools, and Students
Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.
Educational Researcher, v45 n4 p258-262 May 2016
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.
Descriptors: Reading Achievement, Achievement Gap, School Districts, Institutional Characteristics, Student Characteristics, School Effectiveness, Data Analysis, Cohort Analysis, Hierarchical Linear Modeling, Educational Indicators, Predictor Variables, Comparative Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 9; Grade 8; Grade 7; Grade 6; Grade 5; Grade 4; Grade 3
Authoring Institution: N/A
Identifiers - Location: Kentucky