Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts. Study Snapshot. REL 2021-058

Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Midwest (ED); American Institutes for Research (AIR)
Titel	Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts. Study Snapshot. REL 2021-058
Quelle	(2021), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Trends; Achievement Gap; Reading Achievement; Kindergarten; Grade 1; School Districts; Racial Differences; English Language Learners; Lunch Programs; Special Education; Gender Differences; Equal Education; Illinois + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; School district; Schulbezirk; Rassenunterschied; Mittagessen; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt
Abstract	To assess education progress in the early grades and identify achievement gaps, this study examined reading achievement data for kindergarten and grade 1 students in two districts in Illinois: District U-46 (Elgin Area Schools) and District 186 (Springfield Public Schools). Drawing on a different reading assessment in each district, the study team documented reading achievement in these two early grades for two kindergarten cohorts (2016/17 for District U-46 and 2017/18 for District 186) and examined disparities in achievement for several student demographic groups. In particular, the study identified gaps in reading achievement at different time points in kindergarten and grade 1 by students' race/ethnicity, eligibility for the national school lunch program (an indicator of poverty), English learner status, participation in special education, and gender. Policymakers can use these findings to advocate for increased supports for early intervention before or at the start of kindergarten to close the reading achievement gaps found in the study. [For the full report, see ED610445; for the appendixes, see ED610446; for the study brief, see ED610448.] (ERIC).
Anmerkungen	Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01