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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Historically marginalized groups were more likely than peers not in those groups to be significantly below benchmark at each time period and multiple times; Asian and White students were less likely. → Mariann Lemke 2024

Evidence¶

Mariann Lemke 2024¶

Mariann Lemke, Dan Murphy, Aaron Soo Ping Chow, and Angela Acuña. (2024). Early Literacy Performance in Massachusetts: Results of Ongoing Analysis of Literacy Screening Assessments. WestEd. https://eric.ed.gov/?id=ED663754

q2 · i? · associational · r2

Descriptive comparison of risk identification rates by student group in the 2022/23 screening data. The report adds that Asian and White students were less likely than their peers to be classified as significantly below benchmark.

"Low income students, English learner students, students receiving special education services, Black students, and Hispanic students were more likely than their peers not in those groups to be classified as significantly below benchmark at each time period and more than once during the school year."

Discussion¶

Related Claims¶

• 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
• English learner students were more often identified at risk overall, but those with low English proficiency on ACCESS were not necessarily below benchmark; a little over one third of English learners meeting benchmark scored at the two lowest ACCESS proficiency levels — 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
• The likelihood of being identified as significantly below benchmark in early literacy screening increases as historically underserved background characteristics intersect — 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
• 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 — related
• 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 — 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
• 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
• On 2022 NAEP 8th- and 12th-grade reading and math exams, students who were both English learners and from low-income backgrounds scored lowest among four student groups, with less than one third scoring basic or above in reading and less than one quarter in math — related
• Students of color receive disparaging signals about belonging and ability that their White upper-middle-class peers are far less likely to receive — related
• Among control students, AI platform use is lower among special education students and lower-achieving students — related
• Institutions with larger shares of Pell, AIAN, NHPI, Black, and Hispanic students are less likely to meet PVC Threshold 0, while higher Asian shares increase the likelihood — 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
• In Virginia, Hispanic/Latino children labeled English Learners with low kindergarten literacy were 20 percent less likely to achieve grade-3 reading proficiency than similar peers — 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