NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ995365
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1380-3611
A Longitudinal Study of a State-Wide Reading Assessment: The Importance of Early Achievement and Socio-Demographic Factors
Singh, Malkeet
Educational Research and Evaluation, v19 n1 p4-18 2013
Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort's reading performance was investigated from elementary to high school through a multilevel framework. Results in Hawaii show that the negative impact of low SES and SPED status persists up to high school, while the disadvantage of ELL status is restricted within the elementary grades. Moreover, individual characteristics, not school characteristics, have a dominant impact on future reading performance. Among individual characteristics, early performance is a crucial factor for future academic achievement. The findings show that educational policies that use incentives and sanctions such as NCLB to close achievement gaps may not be successful. (Contains 5 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 10; Grade 3; Grade 5; Grade 8; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001