A Multigrade, Multiyear Statewide Examination of Reading Achievement: Examining Variability Between Districts, Schools, and Students. (May 2016)

• Record Type: Journal Article
• Authors: Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.
• Is Part Of: Educational researcher. Volume 45:Number 4(2016)
• Page Start: 258
• Page End: 262
• Publication Date: 2016-05
• Subjects: achievement -- achievement gap -- hierarchical linear modeling -- reading; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Research -- Periodicals; Education -- Research -- Methodology -- Periodicals; 370.72
• DOI: 10.3102/0013189X16649960
• Languages: English
• ISSNs: 0013-189X

Abstract

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.