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Title: Double Jeopardy How Third-Grade Reading Skills and Poverty Influence High School Graduation
Resulting in 1 citation.
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Hernandez, Donald J. |
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Double Jeopardy How Third-Grade Reading Skills and Poverty Influence High School Graduation Report for the Annie E. Casey Foundation, 2012. An updated revision of the April 2011 by the same title. Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Annie E. Casey Foundation Keyword(s): Children, Academic Development; Children, Poverty; Children, School-Age; High School Completion/Graduates; National Assessment of Educational Progress (NAEP); Neighborhood Effects; Peabody Individual Achievement Test (PIAT- Reading); Poverty; School Performance; School Progress Permission to reprint the abstract has not been received from the publisher. This study finds that students who don’t read proficiently by third grade are four times more likely to leave without a diploma than proficient readers. It is notable in breaking down for the first time the likelihood of graduation by different reading skill levels and poverty experiences. For purposes of this study, the researchers divided the children into three reading groups which correspond roughly to the skill levels used in the National Assessment of Educational Progress (NAEP): proficient, basic and below basic. The children were also separated into three income categories: those who have never been poor, those who spent some time in poverty and those who have lived more than half the years surveyed in poverty. |
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Bibliography Citation
Hernandez, Donald J. "Double Jeopardy How Third-Grade Reading Skills and Poverty Influence High School Graduation." Report for the Annie E. Casey Foundation, 2012. An updated revision of the April 2011 by the same title. |