Risk identification varies by grade and student group: kindergarten and grade 3 students were less often at risk than grades 1–2, and economically disadvantaged, English learner, Hispanic, Black, and special education students were more often identified at risk¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Fewer kindergarten and grade 3 students were identified at any level of risk than grade 1 and 2 students, and more students in several disadvantaged groups were identified at risk than their peers. → Mariann Lemke 2023

Evidence¶

Mariann Lemke 2023¶

Mariann Lemke, Dan Murphy, Aaron Soo Ping Chow, Hayley Spencer, and Angela Zhang. (2023). A First Look at Early Literacy Performance in Massachusetts: Results of Initial Analysis Based on State Grantee Literacy Screening Assessments. WestEd. https://eric.ed.gov/?id=ED638580

q2 · i? · associational · r2

Descriptive comparison of risk identification rates by student background characteristics in the grantee screening dataset; the report states that "more economically disadvantaged students, English learner students, Hispanic students, Black students, and students receiving special education services were identified as at any level of risk."

"More economically disadvantaged students, English learner students, Hispanic students, Black students, and students receiving special education services were identified as at any level of risk than were their peers without those characteristics."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students from low income, English learner, special education, and several racial/ethnic groups are more likely to be repeatedly identified as significantly below benchmark, with low income students 2.5 times as likely — the general claim this finding bears on, with the studies behind it

• School test score averages are strongly related to the income of the families a school serves — the general claim this finding bears on, with the studies behind it

• Students from low income backgrounds, English learners, students receiving special education services, and Black and Hispanic students were more often identified as at significant risk — 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
• Formal early childhood experience reduces the likelihood of being identified as significantly below benchmark, most pronounced among English learner students and Black English learner students — related
• Children from economically disadvantaged families are at greater risk for poor kindergarten transitions than their peers — related