Poster #39 - Beyond the Achievement Gap: How Systemic Inequalities Shape Literacy Outcomes in Washington, D.C.

• In Event: Friday Poster Reception

Abstract

In the United States, literacy disparities remain a significant public policy challenge, especially in under-resourced school districts.  In Washington, D.C., both national and local assessments reveal persistent English Language Arts (ELA) proficiency gaps: less than 15 percent of students in Wards 7 and 8 meet grade-level standards, compared with over 70 percent in Wards 2 and 3.  These disparities persist despite substantial investments in educational infrastructure, suggesting deeper structural factors contribute to inequity.

This study will examine the structural causes of literacy disparities, including historical inequalities such as redlining, a fragmented school system of both public schools and charter schools, high teacher turnover, and unequal access to learning resources that shape literacy development. Although existing research often emphasizes achievement gaps, this study will argue that these gaps are often misinterpreted as indicators of individual student learning ability rather than as symptoms of systemic circumstances. Specifically, students who have shown decoding or fluency skills but struggle with comprehension are often diagnosed with cognitive or learning disabilities, rather than experiencing instructional and structural shortcomings in literacy development.

The research question is: What role do structural inequalities in literacy instruction play in shaping the likelihood that students are misidentified as having learning disabilities?

This study employs a mixed-methods policy analysis using a combination of macro- and micro-level data. At the macro level, it uses district-level outcomes of the DC CAPE and teacher retention to analyze trends in literacy proficiency across Washington, D.C. On the micro level, it examines de-identified Individualized Education Program (IEP) data from a small sample of students, baseline literacy proficiency assessments, diagnostic reading and writing results, and progress toward IEP goals. This allows investigation of how reading comprehension challenges are identified and classified at the student level, in terms of possible misdiagnosis of learning disabilities. All student-level data was collected and analyzed in compliance with the Family Educational Rights and Privacy Act ( FERPA), in accordance with the Family Educational Rights and Privacy Act (FERPA), and there is no personally identifiable information included.

This research will take a closer look at geographical differences, disparities in access to effective literacy instruction, and systemic barriers as they relate to literacy achievement gaps in Washington, D.C. This analysis is based on data from the DC CAPE and trends in literacy proficiency across the city's 8 wards. These patterns provide valuable background for understanding the reasoning behind students' reading comprehension challenges, which can sometimes be misdiagnosed or overdiagnosed as learning disabilities. These findings target three policy responses: (1)  a more equitable financing model that directs resources to underserved schools in Wards 7 and 8,  (2) expanding partnerships to increase access to evidence-based literacy supports and more learning opportunities, and (3) community-based engagement through tutoring, mentorship, and family literacy programs. Addressing D.C.’s literacy crisis requires collaborative efforts between the local government, the school systems, and the broader D.C community.

Author

• Victoria Ford, Independent researcher
  Presenting Author