Ever-below-benchmark rates differed sharply between top- and bottom-quartile grantee schools on high-need concentration, preschool attendance, discipline, attendance, and mobility¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 82 percent of students in schools with the most high-need students were ever below benchmark versus 50 percent in schools with the least; schools with the fewest preschool attenders showed 81 versus 53 percent. → 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 · r1

Descriptive percentages from the brief's bulleted list of students ever below benchmark by school-level characteristic, drawn from 2020/21 and 2021/22 district-provided screening data. The list also reports "least kindergarten students who attended an early childhood program: 81 percent; most kindergarten students who attended an early childhood program: 53 percent."

"most high-need students: 82 percent; least high-need students: 50 percent"

Discussion¶

Related Claims¶

• Both treatment and comparison students scored below the 7th-grade national norm on average, and bottom-quartile treatment students remained below the national average despite relative gains — related
• 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 — related
• School characteristics—percentage of low income students, teacher retention, and attendance—are associated with students' likelihood of being identified as at significant risk in early literacy screening — related
• Most implementing schools report MTSS positively affecting benchmark scores, state assessment proficiency, discipline referrals, and special education referrals — 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
• Economically disadvantaged, English learner, special education, Black, and Hispanic students were more likely than peers to be ever below benchmark — related