The purpose of this study was to identify an indicator that the School District of Philadelphia (SDP) could use to measure the percentage of entering kindergarteners who are on-track to read on grade level by the end of grade 3. To develop the indicator, this study examined relationships between student scores on SDP's different assessments that measure early reading skills. It set a threshold on an index of two dimensions of the Pennsylvania Kindergarten Entry Inventory (KEI)--Emerging Academic Competencies and Learning Engagement Competencies--to measure whether students are likely to be proficient in English language arts (ELA) on the Pennsylvania System of School Assessment (PSSA) in grade 3. For these analyses, the study used district administrative data on 3,521 SDP students who took the KEI in 2014/15 and the grade 3 PSSA in ELA in 2017/18. (author abstract)
Using kindergarten entry assessments to measure whether Philadelphia’s students are on-track for reading proficiently
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Resource Type:
Reports & Papers
Publisher(s):
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Pennsylvania
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