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Abstract

This brief examined the patterns of reading achievement using statewide data from all students (Grades 3–10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students’ prior achievement was the strongest predictor of current achievement. Achievement gaps were identified for males, Black students, students receiving meal subsidies, and schools with higher proportions of students receiving meal subsidies. A “clientele effect” was also found. Policy implications are discussed.

Keywords

achievement achievement gap hierarchical linear modeling reading

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