About 60 percent of students significantly below benchmark at BOY remained so at EOY, and improving to benchmark by MOY predicted meeting benchmark at EOY¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · 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? Roughly 60 percent of students starting the year significantly below benchmark stayed there; about 30 percent met benchmark by EOY and 16 percent moved up one level. → Mariann Lemke 2024 q2 i? Students who reached benchmark by MOY were significantly more likely to meet benchmark at EOY than students still at risk at MOY. → Mariann Lemke 2024 (2)

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 · r3

Longitudinal within-year analysis tracking students' benchmark status from BOY through MOY to EOY in 2022/23, with differences by grade noted in the report.

"Overall, about 60 percent of students who started the year significantly below benchmark were still significantly below benchmark at EOY. About 30 percent of students who were significantly below benchmark at BOY met benchmark by EOY, and another 16 percent improved to the next performance level"

Mariann Lemke 2024 (2)¶

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

The report's student progress analysis compares EOY outcomes for students at benchmark at MOY versus those still classified as at risk at MOY, finding a significant difference in later benchmark attainment.

"Students who improved to the meeting benchmark level MOY were significantly more likely to meet benchmark at EOY than those who were still classified as at risk at MOY."

Discussion¶

Related Claims¶

• Most students identified as significantly below benchmark on early literacy screeners remain significantly below benchmark 1 and 2 years later — the general claim this finding bears on, with the studies behind it
• Screening assessment benchmarks indicating significant risk shift up and down on the MCAS scale within and across grades, so students with the same skills may be classified differently at different times — related
• Risk status is largely stable within the year, but 40 percent of students at risk at beginning of year met benchmark by end of year, and students on track by middle of year were significantly more likely to meet the end-of-year benchmark — related
• Across school years, students identified as at risk in earlier grades were more likely to get on track by the end of the next grade than students in later grades — 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
• Risk status tends to persist: 75 percent of students significantly below benchmark at BOY remained so at EOY, and earlier grades showed lower year-to-year persistence — related
• Across grades K–3, the percentage of students below literacy benchmarks decreases more from BOY to EOY in earlier grades than in grade 3 — related
• Early screening benchmark status predicts later performance: most beginning-of-year at-risk students stay at risk, and meeting benchmarks by end of grade 1 is associated with much higher grade 3 MCAS odds — related
• Most students at risk at BOY remain at risk later, but students who meet benchmark by midyear tend to stay on track — related
• The percentage of Massachusetts K–3 students identified as significantly below benchmark decreased from 36 percent at BOY to 29 percent at EOY in 2022/23 — related
• The percentage of students who stay at risk across time periods increases across grade levels K–3 — related