A Multigrade, Multiyear Statewide Examination of Reading Achievement

• In Event: Roundtable Session 2
  In Roundtable Session: Large-Scale Database Research in the Content Areas

Abstract

This study explores patterns of reading achievement using statewide assessment data from all assessed students in grades 3-8 and high school across several years, examining the effects of student, school, and district characteristics. The results indicated that student achievement varied most at the student level and that students’ prior achievement was the strongest predictor of current achievement. Students who were male, were Black, or received free or reduced-price lunch consistently had lower reading achievement. The only school- or district-level predictor that was statistically significant was the proportion of students receiving free or reduced-price lunch. Implications for these findings are discussed.

Authors

• Jill L. Adelson, University of Louisville

• Emily R. Dickinson, Human Resources Research Organization

• Brittany C Cunningham, Insight Policy Research, Inc.