Trends in children’s academic skills at school entry: 2010 to 2017
Educational Researcher, https://doi.org/10.3102/0013189X20931078
Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicate that kindergarteners in 2017 had moderately lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.See More
This article was published outside of NWEA. The full text can be found at the link above.
Among the many ways in which schools are being transformed by the COVID-19 pandemic, the change in kindergarten enrollment is likely to have important consequences in classrooms across the nation. Because the academic and nonacademic skills students develop in their preschool and early elementary school years are foundational to important longer-term outcomes, understanding these changes and finding ways to effectively support our youngest students’ learning is critical for educators and leaders. Drawing on recent research, we offer four timely considerations for district, school, and classroom leaders.
In this CPRE Knowledge Hub Research Minutes podcast, Megan Kuhfeld discusses what NWEA research using fall 2020 test scores of more than four million students shows about the academic achievement and growth of US students, and some of the many questions that remain.
Mentions: Megan Kuhfeld
Researchers have made substantial gains in our knowledge around dyslexia. It’s time to dispel the outdated notion that students can somehow “get” dyslexia and stop using erroneous, ableist language of students “at risk” for dyslexia.
By: Elizabeth Barker
In this SAGE perspectives blog, Angela Johnson shares some key findings from NWEA research exploring how school shutdowns impacted student achievement at the start of the 2020-21 school year.
It can be tricky to understand what dyslexia is and what it isn’t. In this blog, learn the facts about four myths about dyslexia and about possible indicators for dyslexia from preschool years through high school.
By: Elizabeth Barker
In this Education Commission of the States EdNote blog, Beth Tarasawa and Aaliyah Samuel share some key findings and actionable takeaways from NWEA research exploring how school shutdowns impacted student achievement at the start of the 2020-21 academic year.
By: Beth Tarasawa, Aaliyah Samuel
This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs): ever-ELs who were ever eligible for service; current-ELs who continue to require service; and dually-identified students eligible for both EL and Special Education services.
By: Angela Johnson