What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement

Abstract

This study uses an established integrated data system (IDS) in a large city to enhance our understanding of unique associations between publicly monitored early risk experiences and reading proficiency gaps during early grades. This IDS was used to determine if a set of evidence-based, early risk factors, not found in educational records, relate adversely to reading achievement from first to third grade. Results showed that these risks were uniquely associated with significant reading achievement gaps in first grade, controlling for other risks and demographic factors associated with reading gaps. Further, these gaps persisted across second and third grades. Findings highlight the potential of using an established IDS to identify relevant variables found outside educational records to provide local, actionable intelligence to address reading gaps and create cross-sector collaborations.