Trends in Third Grade Reading Proficiency: An Analysis of DC CAS Results (2007-2014). Policy Brief

Autor/in	Vance, Tim
Institution	DC Action for Children
Titel	Trends in Third Grade Reading Proficiency: An Analysis of DC CAS Results (2007-2014). Policy Brief
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Trends; Reading Skills; Elementary School Students; Grade 3; Reading Tests; Test Results; Test Score Decline; Economically Disadvantaged; African American Students; Poverty; Public Schools; Charter Schools; School Desegregation; Resource Allocation; Outcomes of Education; District of Columbia + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Reading skill; Lesefertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Lesetest; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Armut; Public school; Öffentliche Schule; Charter school; Charter-Schule; Integrative Schule; Ressourcenallokation; Lernleistung; Schulerfolg
Abstract	Learning to read proficiently by the end of third grade is one of the best predictors of a student's later academic success. This policy brief analyzes school-level District of Columbia Comprehensive Assessment System (DC CAS) exam results, which are reported on a four-tiered scale: Below Basic, Basic, Proficient and Advanced. Results found that: (1) Third grade reading proficiency did not improve for students in citywide between 2007 and 2014; (2) There was a statistically significant decline in reading scores for economically disadvantaged and black third graders; (3) Economically disadvantaged third graders attending high-poverty schools scored significantly worse on the reading assessment than those attending more economically integrated schools; and (4) Economically disadvantaged third graders in charter schools performed better at reading than those in DC public schools. Given the results of this analysis, District leaders must reexamine how resources are allocated and prioritized starting at birth. To fully support literacy development, they must ensure the city's early childhood and elementary programs are both comprehensive and evidenced-based so that all children can develop the skills they need to succeed in school. [This publication is an update to a 2012 report undertaken by the Elder Research Group on behalf of DC Action for Children.] (ERIC).
Anmerkungen	DC Action for Children. 1432 K Street NW Suite 1050, Washington, DC 20005. Tel: 202-234-9404; e-mail: info@dckids.org; Web site: http://www.dcactionforchildren.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01