Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach

Autor/inn/en	Scammacca, Nancy; Fall, Anna-Mária; Capin, Philip; Roberts, Greg; Swanson, Elizabeth
Titel	Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach
Quelle	In: Journal of Educational Psychology, 112 (2020) 4, S.718-734 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scammacca, Nancy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000400
Schlagwörter	Reading Achievement; Mathematics Achievement; Achievement Gap; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Skill Development; Growth Models; Socioeconomic Status; Racial Factors; Texas + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Kompetenzentwicklung; Qualifikationsentwicklung; Socio-economic status; Sozioökonomischer Status
Abstract	Despite focused efforts, achievement gaps remain a problem in America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data from 5,900 students in Grades 1-5 tested in math and reading at 6 points across 2 years were analyzed using cohort-sequential latent growth curve models to determine longitudinal growth patterns. Results indicated that students with low initial proficiency grew more quickly than students with higher proficiency. However, after 2 school years their achievement remained below average and well below that of students with higher initial proficiency. Demographic characteristics had small but significant effects on initial score and growth rates. Educational Impact and Implications Statement: The present study determined that students who start out the school year with very low scores on math and reading assessments gain knowledge and skills at a faster pace than students who start with higher scores. However, the lower-scoring students do not grow at a rapid enough pace to catch up to their higher-scoring peers. As a result, achievement gaps are maintained over time. Efforts to raise the achievement of struggling students will need to involve educational interventions that accelerate growth to a much greater degree to make progress in closing achievement gaps. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01