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¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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 above-average percentages of low income students, below-average teacher retention rates, and below-average student attendance have a higher likelihood of being identified as at significant risk. → Lemke 2024
Evidence¶
Lemke 2024¶
Lemke, M., Murphy, D., Soo Ping Chow, A., & Acuña, A. (2024). Intersections: Student background and early literacy performance. WestEd. https://eric.ed.gov/?id=ED663858
q2 · i? · associational · r2
Multilevel model results on district-provided screening data show school-level associations with the predicted likelihood of risk identification; the authors note the analysis cannot identify causes. The brief reports the average percentage of low income students is "about 39 percent" while Hispanic students attend schools averaging 70 percent low income, so their predicted likelihood of being identified is higher than the average-school estimates, a difference in school circumstances rather than a property of the group.
"Model results show the likelihood of students being identified as at risk at an average school. This means that students in schools with above-average percentages of low income students, below-average teacher retention rates, and below-average student attendance have a higher likelihood of being identified as at significant risk."
Discussion¶
Related Claims¶
- The likelihood of being identified as significantly below benchmark in early literacy screening increases as historically underserved background characteristics intersect — related
- The likelihood of being identified as at risk increases as historically underserved background characteristics intersect, with variation by gender and race/ethnicity, and school characteristics also matter — 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
- School and district factors relate to risk identification: low income concentration correlates with repeated risk identification, and segregation modestly increases it, though some schools outperform model predictions — related
- School-level concentration of low income students and racial isolation are associated with higher early literacy risk rates — related
- Students' risk of suspension is more strongly determined by which school they attend than by their individual backgrounds — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-characteristics-affect-literacy-risk |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lemke-2024 |
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