Students from low income backgrounds, English learners, students receiving special education services, and Black and Hispanic students were more often identified as at significant risk¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: tool and model accuracy changes quickly

Subclaims¶

q2 i? Students from low income backgrounds, ELs, students receiving special education services, and Black and Hispanic students were identified as at significant risk more often than students not in those groups. → Early Literacy Performance in Massachusetts: Key Findings From 2023/24 School Year Data 2025

Evidence¶

Early Literacy Performance in Massachusetts: Key Findings From 2023/24 School Year Data 2025¶

Early Literacy Performance in Massachusetts: Key Findings From 2023/24 School Year Data. (2025). WestEd. https://eric.ed.gov/?id=ED677570

q2 · i? · associational · r2

Statewide 2023/24 screening analysis comparing risk identification rates across student groups. The brief reports that "Students from low income backgrounds, English learners (ELs), students receiving special education services, and Black and Hispanic students were more often identified as at significant risk compared with students not in those groups."

"Students from low income backgrounds, English learners (ELs), students receiving special education services, and Black and Hispanic students were more often identified as at significant risk compared with students not in those groups."

Discussion¶

Related Claims¶

• Risk identification varies by grade and student group: kindergarten and grade 3 students were less often at risk than grades 1–2, and economically disadvantaged, English learner, Hispanic, Black, and special education students were more often identified at risk — related
• Low income, English learner, special education, Black, and Hispanic students were more likely to be classified significantly below benchmark at each time period and more than once — related
• Students from low income, English learner, special education, and several racial/ethnic groups are more likely to be repeatedly identified as significantly below benchmark, with low income students 2.5 times as likely — related
• The likelihood of being identified as significantly below benchmark in early literacy screening increases as historically underserved background characteristics intersect — related
• The likelihood of being identified as at risk increases as historically underserved background characteristics intersect, with variation by gender and race/ethnicity, and school characteristics also matter — related
• Formal early childhood experience reduces the likelihood of being identified as significantly below benchmark, most pronounced among English learner students and Black English learner students — related
• Economically disadvantaged, English learner, special education, Black, and Hispanic students were more likely than peers to be ever below benchmark — a narrower finding that bears on this claim