Multi-state longitudinal assessment dataset for early-grade growth analysis¶

Element · All elements
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The study draws on what the authors call "rich assessment data from three states," covering students' achievement across the first three years of school. This longitudinal, multi-state data source enables the piecewise growth modeling of entry-age effects on both achievement levels and growth rates, and supports moderator analyses by gender and race. The available text does not print sample sizes, assessment names, or the states' identities.

Design Implications¶

Context¶

Requirements¶

• Longitudinal assessment records spanning kindergarten through 2nd grade
• Sufficient students on both sides of the kindergarten entry-age cutoff

Constraints¶

• The available text does not identify the states, assessments, or sample sizes

Target Learners¶

• Kindergarten through 2nd grade students in three U.S. states

Target Learning Goals¶

• Measuring academic achievement and growth in early elementary grades

Affordances¶

• Rd Piecewise Growth Model Entry Age

Claims¶

• Kindergarten entry-age effects do not differ by gender or race [+W]
• Older entrants show higher kindergarten growth rates but lower growth rates in 1st and 2nd grades [+W]
• Being a year older at kindergarten entry leads to higher initial achievement [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Angela Johnson, Megan Kuhfeld. (2020). Impacts of school entry age on academic growth through 2nd Grade: A multi-state regression discontinuity analysis. NWEA Research working paper. https://www.nwea.org/research/publication/impacts-of-school-entry-age-on-academic-growth-through-2nd-grade-a-multi-state-regression-discontinuity-analysis/