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Stuck at Red: Persistent Early Literacy Gaps and Later State Test Performance

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Title: Stuck at Red: Persistent Early Literacy Gaps and Later State Test Performance
Language: English
Authors: Mariann Lemke, Aaron Soo Ping Chow, Brandon LeBeau, Sarah Quesen, WestEd
Source: WestEd. 2025.
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: 10
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Descriptors: Literacy, Screening Tests, Elementary School Students, Emergent Literacy, Benchmarking, Progress Monitoring, Comparative Testing, At Risk Students, Kindergarten, Grade 1, Grade 2, Grade 3, Student Evaluation
Geographic Terms: Massachusetts
Abstract: This brief examines early literacy screening data in Massachusetts from 2021 to 2024, focusing on students identified as significantly below benchmark and their later performance on the state test (MCAS). It finds that most students flagged as at risk remain so 1 and 2 years later, with persistence increasing in higher grades. Early identification is crucial because students who meet benchmarks earlier are more likely to meet or exceed MCAS expectations by grade 3, though overall proficiency rates remain low for those initially at significant risk. The brief highlights the need for earlier, targeted interventions because current supports have not sufficiently improved outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED677637
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677637
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PubType: Report
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  Data: Stuck at Red: Persistent Early Literacy Gaps and Later State Test Performance
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  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
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  Data: 10
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</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="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This brief examines early literacy screening data in Massachusetts from 2021 to 2024, focusing on students identified as significantly below benchmark and their later performance on the state test (MCAS). It finds that most students flagged as at risk remain so 1 and 2 years later, with persistence increasing in higher grades. Early identification is crucial because students who meet benchmarks earlier are more likely to meet or exceed MCAS expectations by grade 3, though overall proficiency rates remain low for those initially at significant risk. The brief highlights the need for earlier, targeted interventions because current supports have not sufficiently improved outcomes.
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  Data: As Provided
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  Data: 2026
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  Data: ED677637
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677637
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Benchmarking
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Comparative Testing
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      – SubjectFull: At Risk Students
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      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Massachusetts
        Type: general
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      – TitleFull: Stuck at Red: Persistent Early Literacy Gaps and Later State Test Performance
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              Y: 2025
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