Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach

Autor/inn/en	Scammacca, Nancy; Fall, Anna-Mária; Capin, Phillip; Roberts, Greg; Swanson, Elizabeth
Titel	Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach
Quelle	(2020), (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000400
Schlagwörter	Reading Achievement; Mathematics Achievement; Achievement Gap; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Skill Development; Growth Models; Socioeconomic Status; Racial Factors + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Kompetenzentwicklung; Qualifikationsentwicklung; Socio-economic status; Sozioökonomischer Status
Abstract	Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1--5 tested in math and reading at six points across two years were analyzed using cohort-sequential latent growth curve models to determine longitudinal growth patterns. Results indicated that students with low initial proficiency grew more quickly than students with higher proficiency. However, after two school years their achievement remained below average and well below that of students with higher initial proficiency. Demographic characteristics had small but significant effects on initial score and growth rates. [This paper was published in "Journal of Educational Psychology" v112 n4 p718-734 May 2020 (EJ1249849).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01