The Forgotten 20 Percent: Achievement and Growth in Rural Schools Across the Nation
Principal Investigator(s): View help for Principal Investigator(s) Angela Johnson, NWEA; Megan Kuhfeld, NWEA; James Soland, University of Virginia
Version: View help for Version V1
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Project Citation:
Johnson, Angela, Kuhfeld, Megan, and Soland, James. The Forgotten 20 Percent: Achievement and Growth in Rural Schools Across the Nation. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-09-22. https://doi.org/10.3886/E150562V1
Project Description
Summary:
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Leveraging achievement
data measured in the fall and spring of kindergarten through 8th
grade for 840,000 students attending 8,800 public schools, we report novel
evidence on how achievement and growth patterns differ between rural and
non-rural schools. Rural students start kindergarten slightly ahead of
non-rural students but fall behind by middle school. The divergence is driven
by larger summer losses for rural students. In both rural and non-rural
schools, we provide additional evidence that Black-White achievement gaps widen
during the school year. These
findings highlight the importance of seasonal learning patterns in interpreting
rural school performance.
Scope of Project
Subject Terms:
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Mathematics;
reading
Geographic Coverage:
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Rural Schools,
United States
Time Period(s):
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8/15/2013 – 6/15/2019 (Fall 2013 to Spring 2019)
Universe:
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K-8 students attending schools in a rural locale
Data Type(s):
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other
Methodology
Sampling:
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convenience sample from schools that administered the NWEA MAP Growth assessments
Data Source:
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NWEA
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