A Longitudinal Study of a State-Wide Reading Assessment: The Importance of Early Achievement and Socio-Demographic Factors

Autor/in	Singh, Malkeet
Titel	A Longitudinal Study of a State-Wide Reading Assessment: The Importance of Early Achievement and Socio-Demographic Factors
Quelle	In: Educational Research and Evaluation, 19 (2013) 1, S.4-18 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2012.737572
Schlagwörter	Reading Tests; Educational Assessment; Measurement; Longitudinal Studies; English Language Learners; Socioeconomic Status; Special Education; Reading Achievement; Achievement Gap; Disadvantaged; Elementary School Students; Middle School Students; High School Students; Individual Characteristics; Institutional Characteristics; Cohort Analysis; Federal Legislation; Educational Legislation; Hierarchical Linear Modeling; Hawaii + Suchen Sie Ihr Suchwort? Lesetest; Education; assessment; Bewertungssystem; Messverfahren; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Kohortenanalyse; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	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.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10