Combining Early Grade Assessments to Study Literacy Skills: Addressing the Variability in Tests Taken across Schools and Students. EdWorkingPaper No. 25-1133
Saved in:
| Title: | Combining Early Grade Assessments to Study Literacy Skills: Addressing the Variability in Tests Taken across Schools and Students. EdWorkingPaper No. 25-1133 |
|---|---|
| Language: | English |
| Authors: | Elaine Allensworth, Alex Gordon, Christopher Young, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 50 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305X220033 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 |
| Descriptors: | Literacy, Kindergarten, Grade 1, Grade 2, English Learners, Evaluation Methods, Elementary School Students, Multilingualism, Emergent Literacy, Public Schools, Time Perspective, Data Analysis, Scores, Academic Achievement, Achievement Tests, Reading Tests, Reading Fluency, Comparative Testing |
| Geographic Terms: | Illinois (Chicago) |
| Assessment and Survey Identifiers: | Measures of Academic Progress, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| Abstract: | There is considerable variability in the literacy assessments taken in Kindergarten through second grade, across schools and between multilingual learners and other students, and within students over time. This makes it difficult to study changes in students' acquisition of ELA skills in these formative years, or to evaluate policies and practices meant to support literacy development. Here we examine several popular early grade assessments--the MAP, ACCESS, DIBELS, TRC English & Spanish versions, and apply a novel approach to combining information to develop latent scores of students' literacy development. We find each assessment provides information that is predictive of students' development towards third grade literacy outcomes (ELA grades and state assessment scores), with different strengths and weaknesses, and considerable overlap among them. We further provide evidence of strong predictive validity for the combined scale, even in post-COVID-19 years, suggesting that we could leverage existing assessment information to produce metrics for studying school, district, and state policies and practices around literacy development. [The Chicago Public Schools partnered in this study.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED671087 |
| Database: | ERIC |
Be the first to leave a comment!
