K–3 students in Massachusetts grantee schools with the highest percentages of historically marginalized student groups were more likely to be below literacy benchmark at least once and to stay below across the year¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: 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? Students in schools with the highest percentages of historically marginalized student groups were more likely to be ever below benchmark and to stay below benchmark from beginning to end of year than peers in schools with the lowest percentages. → Lemke 2023
Evidence¶
Lemke 2023¶
Lemke, M., Murphy, D., Soo Ping Chow, A., Spencer, H., & Zhang, A. (2023). Opportunity Gaps: Findings From Initial Analysis of Student Performance in Early Literacy in Massachusetts. WestEd. https://eric.ed.gov/?id=ED638519
q2 · i? · associational · r2
Observational analysis of 2020/21 and 2021/22 district-provided screening assessment data comparing top- and bottom-quartile grantee schools. The brief reports students in the most-marginalized-group schools were "more likely to be below benchmark at least once and to stay there."
"students enrolled in schools with the highest percentages of historically marginalized student groups were more likely to be below benchmark at least once and to stay there from the beginning of the year to the end of the year than were their peers in schools with the lowest percentages of historically marginalized students."
Discussion¶
Related Claims¶
- Most students below benchmark at the beginning of the year remained below at the end, with persistence highest for historically marginalized student groups (67–80 percent) — related
- Ever-below-benchmark rates differed sharply between top- and bottom-quartile grantee schools on high-need concentration, preschool attendance, discipline, attendance, and mobility — related
- Economically disadvantaged, English learner, special education, Black, and Hispanic students were more likely than peers to be ever below benchmark — related
- Low income, English learner, special education, Black, and Hispanic students were more likely to be classified significantly below benchmark at each time period and more than once — related
- Special education service concentration showed divergent patterns: similar ever-below-benchmark rates across quartiles but much higher persistence below benchmark in high-concentration schools — related
- Across beginning, middle, and end of year time periods, 52 percent of Massachusetts K–3 grantees' students were ever classified as at any level of reading risk, about 27 percent at the highest risk levels, and 12 to 18 percent as potentially at risk of dyslexia — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
marginalized-group-schools-early-literacy-benchmark-gaps |
title |
K–3 students in Massachusetts grantee schools with the highest percentages of historically marginalized student groups were more likely to be below literacy benchmark at least once and to stay below across the year |
description |
K–3 students in Massachusetts grantee schools with the highest percentages of historically marginalized student groups were more likely to be below literacy benchmark at least once and to stay below across the year |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
recheck_by |
2028 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lemke-2023 |
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