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 |
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