scholarly journals Trajectories of math and reading achievement in low-achieving children in elementary school: Effects of early and later retention in grade.

2012 ◽  
Vol 104 (3) ◽  
pp. 603-621 ◽  
Author(s):  
Stephanie E. Moser ◽  
Stephen G. West ◽  
Jan N. Hughes
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
School Effects

scholarly journals Achievement Gaps in the Wake of COVID-19

2021 ◽  
pp. 0013189X2110112
Author(s):  
Drew H. Bailey ◽  
Greg J. Duncan ◽  
Richard J. Murnane ◽  
Natalie Au Yeung
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Achievement Gap ◽  
Reading Achievement ◽  
Mental Models ◽  
Family Life ◽  
High Income ◽  
Achievement Gaps ◽  
Class Instruction

A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts.

ADHD-Related School Compositional Effects: An Exploration

2010 ◽  
Vol 112 (5) ◽  
pp. 1275-1299 ◽  
Author(s):  
Susan Stone ◽  
Timothy Brown ◽  
Stephen Hinshaw
Keyword(s):  
Reading Achievement ◽  
Mathematics Achievement ◽  
Fixed Effects ◽  
Externalizing Symptoms ◽  
School Effects ◽  
School Level ◽  
Behavioral Characteristics ◽  
School Factors ◽  
Children With Adhd ◽  
Compositional Effects

Background/ Context Children with attention-deficit/hyperactivity disorder (ADHD) provide a test case through which to investigate psychosocial school compositional effects. Characterized by developmentally atypical levels of inattention, activity, and impulsivity, the condition often manifests itself, and is identified, in school settings and is associated with deficits in academic and social functioning. Research on school practices related to children with ADHD and regional variation in diagnosis and psychostimulant treatment rates supported the expectation that such compositional effects would be observed. Purpose/Objective/Research Question/Focus of Study This study examines variation in ADHD compositional effects as a function of key school factors derived from school effects research and the education production function literature, including student body and teacher characteristics, structural features, and specific school process and practices. It also tested for the presence of ADHD compositional effects on three key student-level outcomes: reading achievement, mathematics achievement, and teacher-reported levels of externalizing behavior. It was hypothesized that there would be negative effects on all three outcomes, such that children in schools with higher proportions of children with ADHD would show lower achievement in reading and math, and higher levels of externalizing symptoms (that is, aggressive and disruptive behaviors). Population/Participants/Subjects Approximately 14,000 students in more 1,000 schools participating in the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K) constituted the analytic samples. The ECLS-K collected a rich set of child background, mental health, and behavioral characteristics, as well as school achievement indicators. School administrators reported on school characteristics and practices. Research Design Because the ECLS-K follows groups of students nested within schools, it allowed for particularly robust tests for the presence and correlates of within-school aggregations of children with ADHD using student- and school-level fixed-effects models. In addition, several steps were taken to address the potential conflation of the ADHD compositional effect with ECLS-K sampling dynamics and methods. Findings Results generated from student-level fixed-effects regression models indicate that ADHD clustering effects predict lower reading achievement scores in schools as compared with schools without this characteristic, but comparable levels of mathematics achievement and externalizing symptoms. These ADHD-related school effects were larger in schools serving minority students, schools with higher retention rates, and schools with a strong emphasis on order. For both children and schools, the patterning of ADHD-related effects differed by region. Conclusions Findings are discussed in light of research criticizing the aggregation of children with disruptive behavioral characteristics and/or low academic performance within classrooms and schools, as well as larger school resegregation trends.>

Teacher-Rated Reading Achievement and Social Acceptance among Elementary School Children

1982 ◽  
Vol 14 (2) ◽  
pp. 191-195 ◽  
Author(s):  
Patricia R. Crook ◽  
Jean Wallace Gillet ◽  
Herbert C. Richards
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
School Children ◽  
Elementary School Children ◽  
Social Acceptance
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