Nearly half the variance in kindergarten-entry scores lies between districts, with less variance in achievement trends at the district level¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The district ICC for 2010 entry scores was .47 in reading and .48 in math; the district ICC for the linear trend across time was .35 in math and .39 in reading. → Kuhfeld 2019
Evidence¶
Kuhfeld 2019¶
Kuhfeld, Megan, Soland, James, Pitts, Christine, & Burchinal, Margaret. (2019). Trends in Children's Academic Skills at School Entry: 2010 to 2017. EdWorkingPaper No. 19-137, Annenberg Institute at Brown University. http://www.edworkingpapers.com/ai19-137
q2 · i? · associational · r2
Unconditional three-level HLM fit separately by subject to quantify within- and between-district variation in 2010 scores and in score trends. The article reports "less of the variance in the linear slope across time is between districts," with trend ICCs of .35 (math) and .39 (reading).
"The district ICC for scores in 2010 is .47 in reading and .48 in math. That is to say, 47% of variation in reading scores in 2010 is between districts while 53% is between schools within districts."
Discussion¶
Related Claims¶
- More of the variance in linear growth lies at the school level for fall-to-spring than for spring-to-spring estimates, in some cases twice or three times as much — related
- District pre-K enrollment was not associated with kindergarten-entry achievement levels or with districts' achievement trends over time — related
- Classroom-level ICCs for elementary test score gains range from 0.02 to 0.15 and school-level ICCs from 0.05 to 0.20, so classroom effects explain about 15 percent of gain-score variance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
district-level-variance-kindergarten-entry-scores |
title |
Nearly half the variance in kindergarten-entry scores lies between districts, with less variance in achievement trends at the district level |
description |
Nearly half the variance in kindergarten-entry scores lies between districts, with less variance in achievement trends at the district level |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kuhfeld-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.