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

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Because the KEI threshold produced many individual-level misclassifications, the article advises districts seeking to target individual students to use other tools. It states that "To identify individual students for support in reading, SDP may wish to use different measures or thresholds that more accurately predict which individual students are at risk of not being proficient in reading." The recommendation follows directly from the threshold's individual-level error rates.

Design Implications¶

Context¶

Requirements¶

• Alternative measures or thresholds with better individual-level predictive accuracy

Constraints¶

• The KEI cohort threshold itself is not accurate enough for individual-level identification

Target Learners¶

• Individual kindergarten students at risk of reading difficulty

Target Learning Goals¶

• Early identification of students needing reading support

Claims¶

• 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¶

• Apply the established KEI threshold to future kindergarten cohorts to track changes in the percentage of students on-track for grade 3 reading proficiency
• Regularly examine the validity of classification instruments and procedures, monitoring accuracy for student groups prone to classification errors

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/