Grade-level Standards Research Articles

Differences in the reading performance of Texas grade 4 boys enrolled in Title I, part A and non-Title I, part A schools

In this investigation, the reading performance of Texas Grade 4 boys was compared by their enrollment or non-enrollment in Title I, Part A schools. Data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 boys in Texas who took the State of Texas Assessment of Academic Readiness assessment in the 2016-2017, 2017-2018, and 2018-2019 school years. Inferential statistical analyses revealed the presence of statistically significant differences in all three school years. Boys enrolled in non-Title I, Part A schools outperformed boys enrolled in Title I, Part A schools in all three Reading Reporting Categories and in all three grade level standards. Recommendations for research and implications for policy and practice are suggested.

Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature

In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended processes for determining meaningful access to the state-adopted grade-level standards in general education classes for students with ESN. We reviewed a total of 554 pieces of published literature considered for inclusion in our summary. Based on our inclusion and exclusion criteria, we included 32 articles and chapters in the final analysis. The review yielded important information related to six themes, including (a) the language used to describe students with ESN; (b) the varying understandings, or perceptions, of what access to the state-adopted grade-level standards means; (c) the recommended steps in the processes that teams might use to provide access to the state-adopted grade-level standards, and the alignment between standards and Individualized Education Program goals; (d) the short- and long-term outcomes of access to and inclusion in the general education curriculum; (e) who is involved; and (f) the ways in which progress monitoring and assessment were implemented. We conclude with our recommendations for future research.

Millions of Students are (Still) Above Grade Level: Achievement and Achievement Variability in Mathematics and Reading Before and During COVID-19 in the United States

According to a 2017 article by Peters and colleagues, millions of students have already demonstrated they know the material slated to be taught that year. Consequently, grade-level standards are unlikely to be appropriately challenging for these students. In this paper, we conceptually replicated and extended this prior study. Using data from schools that administered the Renaissance Star assessment in Fall 2018 and Fall 2021, we quantified pre-COVID and mid-COVID average achievement and variance in achievement in mathematics and reading in fifth grade and estimated the grade level of instruction needed for students. Our results indicate that (a) achievement dropped during COVID-19 relative to pre-COVID, but the drop in mathematics was larger, and (b) achievement variability increased during COVID-19, but the variability in reading was slightly more pronounced. Further, our results replicated Peters et al.’s (2017) results showing that large numbers of students still performed above grade level, and substantial variability in achievement was present within schools.

Differences in Algebra I End-of-Course exam performance by the at-risk status of Hispanic high school girls: A Texas multiyear analysis

Addressed in this investigation was a comparison of Algebra I End-of-Course exam performance between Hispanic girls who were at-risk and Hispanic girls who were not at-risk in the 2016–2017, 2017–2018, and 2018–2019 school years. The dependent variables investigated in this study were Hispanic girls performance in the Approaches Grade Level standard, the Meets Grade Level standard, the Masters Grade Level standard, and raw score on the Algebra I End-of-Course exam. Inferential statistical procedures yielded statistically significant differences in all three school years for Hispanic girls who were at-risk. In all three school years, Hispanic girls who were at-risk failed to meet each of the three grade level standards at statistically significantly lower rates than Hispanic girls who were not at-risk. In raw score comparison, Hispanic girls answered more than 11 items, on average, less correctly than Hispanic girls who were not at-risk. Implications and recommendations for future research were made.

Examining Algebra I performance differences among at-risk Texas Hispanic high school boys: A multiyear investigation

This investigation examined the Algebra I End-of-Course exam performance of Hispanic boys who were at-risk and those who were not at-risk during the 2016-2017, 2017-2018, and 2018-2019 school years. Data for all students in Texas who took the Algebra I End-of-Course exam during these years were obtained from the Texas Education Agency. The analysis focused exclusively on Hispanic boys. Utilizing secondary data, a causal-comparative or ex post facto study was conducted. The inferential statistical procedures revealed statistically significant differences in performance for at-risk Hispanic boys across all three school years. In each of these years, a significantly lower percentage of at-risk Hispanic boys met the three grade-level standards (Approaches Grade Level, Meets Grade Level, and Masters Grade Level) compared to their not-at-risk peers. On average, at-risk Hispanic boys answered about 13 fewer items correctly than those who were not at-risk. These findings indicate that current instructional practices are not adequately meeting the needs of at-risk Hispanic boys. Policymakers and educational leaders are advised to review current programs and implement necessary changes to better support these students.

Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan

AbstractDespite cultural differences, the Philippines–Japan partnership is developing an intentional teaching curriculum with parallel standards. However, disparities among their respective educational systems have prompted inequalities. As education plays a critical role in collaboration, we explored the Epistemic Goals (EGs) and Epistemic Practices (EPs) in the biology curriculum, with the research question: How do the epistemic goals and practices of the biology curriculum transmit knowledge and skills in the Philippines and Japan? Using an ethnographic design, we conducted two iterative explorations of EGs and EPs. First, we examined the curriculum policy to determine its EGs. Using the A-B-C-D protocol, we employed discourse analysis to evaluate knowledge and skills in the biology grade-level standards. Second, we examined the articulation of goals in classroom teaching practices. We conducted classroom immersion and observed classes to determine EPs and supported our observations through interviews, synthesizing the data using inductive content analysis. Our findings revealed that the Philippines’ EGs were to transmit factual knowledge enhanced by basic science skills, and their EPs were audio-visual materials, gamified instructions, guided inquiry, posing questions, and learning-by-doing. In comparison, Japan’s EGs were to provide a solid foundation of theoretical and metacognitive knowledge, integrated science skills, and positive attitudes. Its EPs involved cultivating lasting learning, observation, investigation, experimentation, collaborative discussion, and reflective thinking. Our study makes a meaningful contribution by shedding light on crucial ideologies and cultural identities embedded in Biology curricula and teaching traditions.

Maximizing Student Outcomes in Schools: Data-Driven Individualized Education Program Goals and Objectives Aligned to the Standards.

Federal and state laws require schools to be accountable for student performance on measures of academic achievement in literacy, mathematics, and science skills; monitor high school graduation rates; and track student growth and academic progression throughout the grade levels. Success on these measures gives students pathways to postsecondary options in the workforce, technical education, or college/university education. Speech-language pathologists (SLPs) can utilize existing data sources in the school in conjunction with their knowledge of diagnostics and treatment of cognition, language, and culture to maximize student outcomes beyond the therapy room and in the curriculum standards. This clinical focus article will review methods of data collection from existing sources in the students' grade level and academic content curriculum. Utilization of information and input from parents, teachers, paraprofessionals, and others who support the student's academic endeavors will be discussed for Individualized Education Program Present Levels of Academic Achievement and Functional Performance and goal development. Procedures for the SLP to collect independent data aligned to standards-based curriculum will be explored. Consideration will be given for utilizing data to develop future goals and objectives. The benefits of data collection for monitoring student progress and success in the grade-level or alternate standards will be highlighted through case examples. Techniques for classroom-based services, model lessons, coaching, and co-teaching will be presented. SLPs are recognized as specialized instructional support personnel who have unique knowledge and expertise for diagnosing and treating speech/language impairments (S/LI) disabilities. By understanding how they can use existing data and apply it to developing intervention plans, SLPs can ensure students with S/LI disabilities experience the maximum potential for outcomes in academic and functional success. Data-driven tools and methods aligned to the grade-level standards and curriculum are one of the most powerful tools in an SLP's toolbox. https://doi.org/10.23641/asha.24869592.

Economic status differences in reading performance: A multiyear study of grade 4 Black boys in Texas

In this statewide, multiyear analysis conducted in the United States, the extent to which Grade 4 Black boys differed in their reading performance on the Texas state-mandated reading assessment as function of their economic status (i.e., economically disadvantaged and not economically disadvantaged) was determined. Analysis of three school years of Texas statewide data yielded statistically significant differences in reading by the economic status of Black boys. In all three school years and in all three reporting categories, Black boys who were in poverty answered statistically significantly fewer items correctly than Black boys who were not in poverty. Similarly, statistically significantly lower percentages of Black boys who were in poverty met the three grade level standards than Black boys who were not in poverty. Implications for policy and for practice, along with recommendations for future research, were provided.

Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

As teachers entered the 2021–2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols and teaching to grade-level standards. The current study used the theoretical framework of teacher demoralization to explore teachers’ experiences of morale and mental health at the end of the 2021–2022 school year. The participants included 830 PK-12 individual teachers from across the United States who completed an online survey. The data were analysed using Pearson’s correlation and the hierarchical multiple regression model to determine the predictor variables. The results showed significant predictors for both teacher morale and mental health. The implications focus on steps that school leaders can take to support teachers’ morale and mental health.

Reducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education

Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.

Schools of Choice and Neighborhood Schools: A Texas Statewide Investigation into the Academic Achievement of Their Students of Color

Differences between schools of choice and neighborhood high schools were examined in terms of the performance of their students of color on the Texas state-mandated English I and Algebra 1 exams for three school years. Hispanic students from neighborhood campuses outperformed their peers from the schools of choice at the Approaches and Meets Grade Level standards but not at the Masters Grade Level standard on the English I exam, and on the Algebra I exam except at the Meets Grade Level standard. Black students from schools of choice outperformed their peers from the traditional high schools on the English I exam but not on the Algebra I EOC exam. Implications and recommendations for future research were discussed.

Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension.

Many middle school students perform below grade-level standards in reading (National Center for Education Statistics, Washington, 2019), and recent observation studies demonstrate middle school teachers’ limited use of reading comprehension practices within content area instruction (e.g., science and social studies; as reported by Greenleaf (in: Hinchman (ed) Adolescent literacies: A handbook of practice-based research, Guilford Press, 2017)). In this experimental pilot study, we aimed to boost middle schoolers’ reading comprehension outcomes by providing schoolwide professional development (PD) on integrating reading comprehension practices within content instruction for English language arts, social studies, and science teachers. Six schools were matched into pairs and randomized to the schoolwide PD or a business-as-usual (BAU) condition. Content area teachers in schools assigned to the PD condition received distributed PD resources to support implementation, and coaching in one reading comprehension practice in the fall (i.e., get the gist) and one in the spring (i.e., asking and answering questions). Contrary to traditional PD, this PD was implemented across three content areas, was narrow in scope but long in duration (one practice per semester), focused on practices that could feasibly be integrated into content area instruction, and included ongoing coaching in content area teams. Students in schools assigned to the PD condition significantly outperformed those in the BaU condition on a measure of main idea generation (ES = 0.29) but not on measures of asking and answering questions (ES = 0.11) and general reading comprehension (ES = − 0.09). Findings suggest promise for implementing schoolwide approaches embedded within content area instruction to improve reading comprehension performance for middle school students.

The Journey of a Word: An Action Research Intervention of Morphemic Analysis and Etymology for a Middle School Gifted and Talented Class

Sixth-grade students who had been identified as gifted and talented participated in a literacy intervention designed and implemented by the first author as part of an action research project. These students were meeting the grade-level standards in literacy, so the project aimed to push their vocabulary knowledge further in order to prepare them for the complex vocabulary they encounter in their independent reading and assigned content units. This daily intervention directly taught students the origins and histories of words and word parts from Latin, Greek, Germanic, and French languages, introduced morphemic analysis strategies, and gave them techniques to analyze the words’ meanings based on that information. Content-specific vocabulary, as well as general vocabulary knowledge of the participating students increased significantly. Throughout the intervention, students’ confidence in vocabulary knowledge improved, and they gained a deeper understanding of the nuances of language as their ability to apply this knowledge in other contexts grew and facilitated better understanding of the words they read.

Making waves in Elkhart for the international year of sound

Making waves is a unique partnership between K–12 and college educators, Grammy-winning musicians, and a small woodworking business that offers educational programs that blur the lines between the STEM fields and music to bring out the best in students’ abilities to experiment, create, analyze, and explore. Using topics drawn from grade-level standards in engineering, math, and science, as well as best practices in music education, students build and analyze custom musical instruments from kits and then compose and perform original works using those instruments. During the 2020–2021 school year, with COVID-19 restrictions in place, Making Waves moved its afterschool program with Elkhart, Indiana elementary and middle school students into a hybrid online learning mode, with instructors from across the country working remotely with Elkhart students in their classrooms. In celebration of the International Year of Sound, the team produced an arrangement of “The Sound of the World,” with a video highlighting student learning and the musical heritage of the Elkhart community. This presentation will feature this video, along with audience participation activities.

Intensifying Instruction to Meet Students’ Early Writing Needs

With over 70% of fourth-, eighth-, and twelfth-grade students in the United States scoring below proficiency levels in writing (NCES, 2009), teachers must provide early and effective writing intervention to accelerate students’ writing skills to meet grade-level standards. In this paper, we provide teachers with a theoretical framework to conceptualize the writing process, link evidenced-based writing interventions to each component of writing, and discuss how to create a writing instructional plan to individualize instruction. Then, we outline a data-based decision making process for intervention delivery. Our aim is to provide educators with steps to identify students’ writing needs, translate these needs into actionable teaching strategies, and accelerate writing progress for students who struggle to meet grade-level writing standards.

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.

A call to reframe gifted education as maximizing learning

Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of gifted education that is aligned with Response to Intervention and personalized learning. At its heart, it is concerned with addressing the real-time academic needs of every student, with the ultimate goal of maximizing the learning of every student.

Readability and Suitability of Patient-Reported Outcome Measures in Foot and Ankle Surgery: A Health Literacy Assessment

Category:Other; Ankle; Hindfoot; Midfoot/Forefoot; TraumaIntroduction/Purpose:Health literacy is consistently reported as one of the best predictors of health status. This becomes even more important considering the complex medical information that is communicated to a patient during a clinical visit. Patient reported outcome measures (PROMs) are used on a standard of care basis in orthopedic surgery, and consistently included in research projects to elucidate meaningful clinical information. While there have been published assessments on the reading grade level of orthopedic PROMs in general, few address foot and ankle specific outcome measures. There have been no reports on aesthetic component of these PROMs, which have a major impact on readability. The purpose of this study is to report on the literacy, readability, and suitability of PROMs in foot and ankle surgery.Methods:A PubMed search was conducted to identify the most frequently utilized foot and ankle PROMs. Two recent systematic reviews identified 86 total PROMs in orthopedic surgery, 8 of which were foot and ankle specific. For the readability component, the Flesh-Kincaid reading grade level was assessed for each PROM. For the aesthetic component, the Suitability Assessment of Materials (SAM) was utilized to assess for content, literacy demand, graphics, layout, typography, learning stimulation, motivation and cultural appropriateness. SAM is a validated measure for analyzing print materials, and designate rankings of not suitable, adequate, or superior, based on results of the analysis. SAM scores were evaluated for all included PROMs by two investigators and averaged together for increased validity. Descriptive statistics were performed on all results. Statistical analysis was performed with SPSS Version 24.0.Results:The average Flesh-Kincaid grade for all PROMs was 6.12 (+-2.2, range 3.9-8.5). 5 of the 8 (62.5%) PROMs were at or below the AMA-recommended 6th grade reading level, with 6 of 8 (75.0%) below the NIH-recommended 8th grade reading level. The average SAM score for all included foot and ankle PROMs was ‘adequate,’ receiving a score of 1. 1 PROM was designated ‘not suitable,’ with the remaining 7 deemed ‘adequate.’ The area that scored the lowest on the SAM assessment was the ‘graphics’ section.Conclusion:The PROMs used in foot and ankle surgery perform well on the Flesh-Kincaid score in comparison to both the AMA and NIH reading grade level standards. The highest rating for the SAM score was average, indicating room for improvement in suitability. The inclusion of graphics and illustrations would make these scores more easily understood by patients, which can improve their healthcare experience and improve patient satisfaction and health outcomes.

Incorporating oral language assessment into MTSS/RTI frameworks: The potential of personal narrative assessment

ABSTRACT In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students’ progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language development. The English Learner Oral Narrative Scale (ELONS) was developed as an informal, criterion-referenced instrument to assess the personal narrative skills of ELs (i.e., skills in recounting personal experiences). The ELONS was piloted with 28 third grade ELs in a transitional bilingual education program to describe participants’ personal narrative skills and to explore relationships between narrative skills and reading achievement. Mean scores were at the Advanced level for English global narrative proficiency and vocabulary, grammar, and fluency; mean ratings for oral comprehension and pronunciation were at the Advanced High level. Twelve of 28 ELs produced Spanish narratives of sufficient length to score. Mean global and subskill scores were at the Advanced level except for fluency (Intermediate level). ELONS global proficiency scores showed moderate correlations to state assessments of English language proficiency and English reading. Implications for oral language assessment in MTSS/RTI frameworks and future research directions are discussed.

The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning Difficulties

The purpose of this study was to examine the effects of algebraic equation solving intervention for sixth graders with mathematics learning difficulties (MD). A total of 48 students with MD were randomly assigned to either the algebraic equation solving intervention, Mystery Math (n = 24) or control condition (n = 24). The multicomponent intervention was based on the principles of explicit instruction and focused on improving conceptual and procedural knowledge of algebraic equation solving using concrete manipulatives. Students in the intervention group received instruction in pairs, 30 min per session, 3 sessions per week for 5 weeks (i.e., 15 sessions). The results indicated that the main effect of intervention was significant for 2 proximal measures of mathematics vocabulary, and conceptual and procedural understanding of algebraic equation solving with large effect sizes. However, the main effect of intervention was not significant for distal measures of comprehensive pre-algebra skills and whole-number computations. The findings demonstrate that grade-level standards can be successfully taught to students with MD. Implications for practice are discussed.