In the study data, mean spring grade-2 math RIT was 190.6 with linear spring-to-spring growth of 14.5 RIT, and mean fall-to-spring gain in grade-2 math was 13.4 RIT¶

Claim · All claims
Evidence · 1 study · associational r2 · 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¶

q2 i? CP fixed effects for spring-to-spring math (centered at grade two) print a spring grade-2 conditional RIT of 190.6, linear growth of 14.5 RIT with a decelerating quadratic trend, and a grade-2 fall-to-spring gain of 13.4 RIT. → Soland 2019

Evidence¶

Soland 2019¶

Soland, J. & Thum, Y.M. (2019). School effectiveness, summer loss, and federal accountability: Applying the compound polynomial model in a program evaluation context. The Collaborative for Student Growth at NWEA Working Paper. https://www.nwea.org/research/publication/school-effectiveness-summer-loss-and-federal-accountability-applying-the-compound-polynomialmodel-in-a-program-evaluation-context/

q2 · i? · associational · r2

Fixed-effects estimates from the CP model for math centered at grade two (Table 2, column 1), fit to vertically scaled MAP Growth RIT scores from one East Coast state cohort in grades 2-6. Values are descriptive model parameters as printed.

"the intercept suggests that the mean conditional RIT score in spring of second grade was 190.6, the linear growth rate was 14.5 RIT, and that trend decelerated over time per the quadratic term. Meanwhile, the intercept for fall-to-spring growth suggests the mean gain in math during second grade between fall and spring was 13.4 RIT."

Discussion¶

Related Claims¶

• Within-year (fall-to-spring) achievement gains decelerate linearly as students move through school, at roughly 1.4 to 4 RIT per year depending on subject and centering grade — a broader claim this one bears on
• Mathematics growth in Grades 1-3 is nonlinear with deceleration, so more growth occurs in the first half of the school year, and average growth rates decline across grade levels — related
• Overall mathematics growth in Grades 1 and 2 was nonlinear with slight deceleration, with larger weekly growth and deceleration rates in Grade 1 than Grade 2 — related
• Achievement of the lowest-growth schools varies dramatically, and fall achievement accounts for about 80% of spring achievement versus 14% for growth — related
• Within-year fall-to-spring gains are largest in second grade (about 13.4 RIT in math) and slow by roughly 1.4 RIT per year as students progress through elementary school — related
• 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