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ERIC Number: EJ1130463
Record Type: Journal
Publication Date: 2017-Feb-6
Pages: 23
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: EISSN-1068-2341
Identifying Scalable Policy Solutions: A State-Wide Cross-CDlassified Analysis of Factors Related to Early Childhood Literacy
Vagi, Robert L.; Collins, Clarin; Clark, Terri
Education Policy Analysis Archives, v25 n9 Feb 2017
Given the critical role that literacy plays in children's academic and personal development, policymakers have increasingly focused on policies related to early childhood literacy, particularly among poor and minority students. In this study, authors use a census of data from Arizona, a state with a large and growing population of traditionally low-performing demographic groups, to identify school, district, and community health factors that plausibly influence third grade literacy rates. Authors find two independent measures of student attendance related to school-level reading achievement after controlling for a variety of factors that have been identified in previous studies of student achievement. The findings indicate that policies aimed at increasing school-level attendance rates may be effective and inexpensive approaches to increasing childhood literacy rates.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 3; Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona