View in EDS

Intersections: Student Background and Early Literacy Performance

Saved in:
Bibliographic Details
Title: Intersections: Student Background and Early Literacy Performance
Language: English
Authors: Mariann Lemke, Dan Murphy, Aaron Soo Ping Chow, Angela Acuña, WestEd
Source: WestEd. 2024.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 8
Publication Date: 2024
Document Type: Reports - Descriptive
Education Level: Elementary Education
Secondary Education
Descriptors: Elementary School Students, Secondary School Students, Literacy, Screening Tests, Grants, State Aid, Emergent Literacy, Progress Monitoring, Comparative Testing, Reports
Geographic Terms: Massachusetts
Abstract: Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began an ongoing effort to collect and analyze early literacy screening assessment data from schools and districts participating in certain state grants to inform improvement efforts. Outcome data suggest that the current educational system often does not provide adequate support for students from historically marginalized groups, such as those learning English or students with disabilities. Early literacy screening assessments aim to identify students who are not on track to become successful readers and who therefore require additional support. Analysis of the numbers of students identified as significantly below benchmark (using the benchmarks provided within each screening assessment that identify students who need support) shows--as decades of research have shown--that there are differences in student performance that are associated with students' backgrounds. Although prior analysis considers student background characteristics separately, this issue brief examines the multiple overlapping identities that characterize students' backgrounds. To explore how students' intersecting social and economic characteristics relate to risk of reading difficulties, the authors estimated a multilevel statistical model that examines how these characteristics and school-level factors interact with one another and with the outcome of being classified as significantly below bench mark more than once during the school year. Model results show that the likelihood of students being identified as needing additional support increases as their association with groups that have been historically undersupported in the general education system increases, but that these increases vary by student groups and school characteristics.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED663858
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED663858
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED663858
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Intersections: Student Background and Early Literacy Performance
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mariann+Lemke%22">Mariann Lemke</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Murphy%22">Dan Murphy</searchLink><br /><searchLink fieldCode="AR" term="%22Aaron+Soo+Ping+Chow%22">Aaron Soo Ping Chow</searchLink><br /><searchLink fieldCode="AR" term="%22Angela+Acuña%22">Angela Acuña</searchLink><br /><searchLink fieldCode="AR" term="%22WestEd%22">WestEd</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22WestEd%22"><i>WestEd</i></searchLink>. 2024.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22State+Aid%22">State Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reports%22">Reports</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began an ongoing effort to collect and analyze early literacy screening assessment data from schools and districts participating in certain state grants to inform improvement efforts. Outcome data suggest that the current educational system often does not provide adequate support for students from historically marginalized groups, such as those learning English or students with disabilities. Early literacy screening assessments aim to identify students who are not on track to become successful readers and who therefore require additional support. Analysis of the numbers of students identified as significantly below benchmark (using the benchmarks provided within each screening assessment that identify students who need support) shows--as decades of research have shown--that there are differences in student performance that are associated with students' backgrounds. Although prior analysis considers student background characteristics separately, this issue brief examines the multiple overlapping identities that characterize students' backgrounds. To explore how students' intersecting social and economic characteristics relate to risk of reading difficulties, the authors estimated a multilevel statistical model that examines how these characteristics and school-level factors interact with one another and with the outcome of being classified as significantly below bench mark more than once during the school year. Model results show that the likelihood of students being identified as needing additional support increases as their association with groups that have been historically undersupported in the general education system increases, but that these increases vary by student groups and school characteristics.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED663858
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED663858
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: State Aid
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: Reports
        Type: general
      – SubjectFull: Massachusetts
        Type: general
    Titles:
      – TitleFull: Intersections: Student Background and Early Literacy Performance
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: WestEd
      – PersonEntity:
          Name:
            NameFull: Mariann Lemke
      – PersonEntity:
          Name:
            NameFull: Dan Murphy
      – PersonEntity:
          Name:
            NameFull: Aaron Soo Ping Chow
      – PersonEntity:
          Name:
            NameFull: Angela Acuña
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Titles:
            – TitleFull: WestEd
              Type: main
ResultId 1