Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach

• Autores: Nancy Scammacca, Anna-Mária Fall, Philip Capin, Greg Roberts, Elizabeth A. Swanson
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 4, 2020, págs. 718-734
• Idioma: inglés
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• Resumen

  • 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. (PsycInfo Database Record (c) 2020 APA, all rights reserved)