Statewide testing showed an achievement gap in mathematics and reading for Arizona students in foster care¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? Only 40 percent of students in foster care met or exceeded mathematics standards (versus 63 percent of all and 54 percent of low-SES students) and 61 percent met reading standards (versus 79 and 71 percent). → Barrat 2015 q2 i? Students in foster care who were also English language learners had the lowest achievement of all subgroups (13 percent mathematics, 20 percent reading). → Barrat 2015 (2)

Evidence¶

Barrat 2015¶

Barrat, V. X., Berliner, B., & Felida, N. J. (2015). Arizona's Invisible Achievement Gap: Education Outcomes of Students in Foster Care in the State's Public Schools. San Francisco: WestEd. http://www.azed.gov/research-evaluation/files/2013/11/2013-a-f-technical-manual.pdf

q2 · i? · associational · r2

Observational analysis of AIMS/AIMS A results in grades 3–8 and 10 in 2012/13 (figure 9). In reading, "only 61 percent of students in foster care met or exceeded standards in reading" versus 79 percent of all and 71 percent of low-SES students (figure 10).

"Only 40 percent of students in foster care met or exceeded standards in mathematics—far below the percentage of all students (63 percent) and low-SES students (54 percent) but above the percentage of students classified as English language learners (21 percent) or with disabilities (27 percent)"

Barrat 2015 (2)¶

Barrat, V. X., Berliner, B., & Felida, N. J. (2015). Arizona's Invisible Achievement Gap: Education Outcomes of Students in Foster Care in the State's Public Schools. San Francisco: WestEd. http://www.azed.gov/research-evaluation/files/2013/11/2013-a-f-technical-manual.pdf

q2 · i? · associational · r2

Same AIMS/AIMS A analysis of linked administrative data. Achievement rates for students in foster care also classified as English language learners or students with disabilities were below the rates for all English language learners and all students with disabilities; English language learners in foster care had the lowest reading achievement (20 percent).

"English language learners in foster care had the lowest levels of meeting or exceeding standards in mathematics of all subgroups (13 percent)."

Discussion¶

Related Claims¶

• Arizona students in foster care were less likely than all students statewide to attend the state's highest-performing schools — related
• Arizona students in foster care changed schools during the school year at about four times the rate of other students — related
• Arizona students in foster care had the lowest statewide testing participation rate, declining sharply in later grades — related
• Arizona students in foster care attended nontraditional schools at several times the rate of other students, especially in high school — related
• Students in foster care in Arizona constituted an at-risk subgroup demographically distinct from low-SES students — related
• Students in foster care had the lowest proficiency of any group on California's grades 2-7 mathematics test — related
• Students in foster care were consistently outperformed by low-SES students and scored at the two lowest performance levels at twice the statewide rate — related
• Students in foster care had the lowest statewide testing participation, a dropout rate three times the statewide rate, and a 58 percent grade-12 graduation rate — related
• Students in foster care meet or exceed state standards at much lower rates than other students in English language arts and mathematics — related
• Each within-year school move is associated with lower CAASPP achievement among students in foster care — related