Examining Kindergarten-Entry Skills in Literacy and Mathematics Across the Urban-Suburban-Town-Rural Continuum

• In Event: 75.061 - Roundtable Session 34
  In Roundtable Session: 75.061-7 - Investigating the Student Perspective: Assessment, College Experiences, and Instruction

Abstract

This descriptive study examines geographical differences shortly after entering kindergarten. Researchers conducted analyses of variance on early literacy and math achievement data from September administrations of easyCBMTM fall benchmark assessments taken by general-education kindergarten students. This study is the first to analyze kindergarten-entry academic skills using the 12-level, urban-centric categorical system of locale from the Public Elementary/Secondary School Universe Survey of the Common Core of Data. Analyses counter theories of rural disadvantage, finding statistically significant and instructionally meaningful lower performance in early literacy for students attending town schools and higher performance in math achievement for students attending rural schools.

Authors

• Michael Thier, International Baccalaureate

• Phillip Shawn Irvin, University of Oregon

• Julie Alonzo, University of Oregon

• Gerald A. Tindal, University of Oregon