Achievement Gaps in a Rural School System: An Analysis of Partnership for Assessment of Readiness for College and Careers and i-Ready Data

• In Event: 66.058 - Roundtable Session 28
  In Roundtable Session: 66.058-16 - Perspectives on Black Student Achievement in Education

Abstract

Summative and formative assessment scores of 3,152 rural Maryland public school students in grades 3-12 were used in this study. A correlation was found between PARCC English Language Arts and mathematics summative assessments and i-Ready© English Language Arts and mathematics formative assessment scores. The study identified achievement gaps in the academic performance of students participating in the free and reduced meals program, as well as African American students. A discussion of the use of i-Ready© assessments to predict performance on PARCC assessments and to personalize instruction and intervention for students to improve academic performance and narrow the achievement gap is included

Author

• Diane Stulz, Notre Dame of Maryland University