Apply the established KEI threshold to future kindergarten cohorts to track changes in the percentage of students on-track for grade 3 reading proficiency¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The study recommends that the School District of Philadelphia apply the study-established threshold of 6 on the 1–10 KEI index to incoming kindergarten cohorts as a cohort-level on-track indicator. The article states "SDP can apply the study-established threshold to the KEI scores of future kindergarten cohorts to examine changes over time in the percentages of students who are on-track for reading proficiently in grade 3." This use is for monitoring aggregate progress, not individual identification.

Design Implications¶

Context¶

Requirements¶

• District must administer the KEI and compute the two-dimension index for entering kindergarteners

Constraints¶

• Intended for cohort-level tracking, not for identifying individual students at risk

Target Learners¶

• Entering kindergarten students

Target Learning Goals¶

• Early reading skills predictive of grade 3 ELA proficiency

Claims¶

• A threshold of 6 on a 1–10 index of two KEI dimensions matched the cohort's actual 37 percent grade 3 ELA proficiency rate [+W]
• The KEI threshold was accurate for the cohort despite large individual-level prediction errors (53% of proficient and 73% of non-proficient students correctly classified) [~W]

Related Strategies¶

• Use different measures or thresholds than the KEI cohort threshold when identifying individual students at risk of not reading proficiently

Examples¶

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Key Sources¶

• Jessica F. Harding, Mariesa Herrmann, Elias S. Hanno, Christine Ross. (2019). Using Kindergarten Entry Assessments to Measure Whether Philadelphia’s Students Are On-Track for Reading Proficiently. Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs/regions/mid-atlantic/