Kindergarten students showed the largest BOY-to-EOY decline in significant risk identification, dropping 21 percentage points¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Kindergarten identification fell 21 percentage points BOY to EOY, versus 3 points for grades 1 and 2 and no change for grade 3. → Mariann Lemke 2024

Evidence¶

Mariann Lemke 2024¶

Mariann Lemke, Dan Murphy, Aaron Soo Ping Chow, and Angela Acuña. (2024). Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments. WestEd. https://eric.ed.gov/?id=ED663754

q2 · i? · associational · r2

Descriptive analysis of screening benchmark data by grade in 2022/23. By EOY a smaller percentage of kindergarten students were significantly below benchmark than at any other grade level, and kindergartners were least often below benchmark more than once.

"The percentage of kindergarten students identified as significantly below benchmark decreased by 21 percentage points between BOY and EOY, compared to 3 percentage points for grades 1 and 2 and no change for grade 3 students."

Discussion¶

Related Claims¶

• Most students identified as significantly below benchmark on early literacy screeners remain significantly below benchmark 1 and 2 years later — the general claim this finding bears on, with the studies behind it
• Across grades K–3, the percentage of students below literacy benchmarks decreases more from BOY to EOY in earlier grades than in grade 3 — possibly the same claim (merge candidate)
• The percentage of Massachusetts K–3 students identified as significantly below benchmark decreased from 36 percent at BOY to 29 percent at EOY in 2022/23 — related
• The percentage of students who stay at risk across time periods increases across grade levels K–3 — related
• Risk status tends to persist: 75 percent of students significantly below benchmark at BOY remained so at EOY, and earlier grades showed lower year-to-year persistence — related
• Across school years, students identified as at risk in earlier grades were more likely to get on track by the end of the next grade than students in later grades — related
• Students at later grade levels were more likely to remain at risk across school years than students at earlier grade levels — related