Students with low initial reading and math proficiency grew faster over two school years than students with higher initial proficiency, with the inverse relation stronger in math than reading¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students with lower Time 1 scores grew at a faster rate over two school years than students with higher initial scores, in both reading and math. → Scammacca Nancy 2020 q3 i? The inverse relation between initial status and growth was larger in math (standardized coefficients −.60 to −.79) than in reading (−.10 to −.33). → Scammacca Nancy 2020

Evidence¶

Scammacca Nancy 2020¶

Scammacca Nancy, Fall Anna-Mária, Capin Philip, Roberts Greg, Swanson Elizabeth (2020). Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1–5: A Cohort-Sequential Longitudinal Approach. Journal of Educational Psychology. https://doi.org/10.1037/edu0000400

q3 · i? · associational · r2

Conditional latent growth curve models on 5,912 students from one large Texas district, tested at six time points across two years with Renaissance STAR assessments. The article reports that "students with lower scores at Time 1 grew at a faster rate over two school years than those with higher initial scores."

"Inverse relations were evident between math quartile at the beginning of Year 1 and math slope as well as reading quartile at the beginning of the Year 1 and reading slope, with the effect of initial status being larger in math than in reading. Standardized coefficients ranged from −.10 to −.33 for reading and −.60 to −.79 for math."

Discussion¶

Related Claims¶

• Initial proficiency in one domain positively predicted growth in the other domain: math quartile predicted reading slope and reading quartile predicted math slope — reports the opposite
• Despite faster growth, students with low initial proficiency remained well below higher-proficiency peers after two school years, conforming to a pattern of stable differences in both reading and math — reports the opposite
• ELs lost more academic skill during summers than never-ELs in both math and reading — related
• Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers — related
• Lower SES predicted slower reading and math growth, with the largest SES differences in growth occurring in Grade 1 — related