Very few students from at-risk
demographic groups—including ethnic minorities, English language learners,
those from low-income families and those with disabilities—who start off “far
off track“ academically are able to get back on track by four years later,
according to a policy report released today by ACT.
The report, Catching Up to College and Career Readiness: The
Challenge is Greater for At-Risk Students, defines “far off
track” students as those who scored more than a full standard deviation below
the “on track” target for their grade level. In grades 8 and 12, the “on track”
targets are the ACT College Readiness Benchmarks on ACT Explore® and the ACT® college readiness assessment,
respectively. In grade 4, the “on track” target is the state test score that
predicts the student has at least a 50 percent chance of meeting the ACT
Explore benchmark.
The report shows the difficulty
of closing student performance gaps even when they are identified as early as 4th or 8th grade.
It is the third in a series of
ACT reports on the importance of early learning across the educational
continuum. The first report, Catching Up to College and Career
Readiness, demonstrated the difficulty of getting far-off-track 4th and 8th grade
students caught up by middle and high school, respectively. The second report, Catching
Up to College and Career Readiness: The Importance of Early Learning, identified
key components of a strong preschool and elementary school education program
that can keep students on track for later success. The new report, the last in
the series, shifts the focus to students from at-risk demographic groups.
Some notable findings from the
report:
· Only 2 percent
of low-income, far-off-track 8th graders were able to meet the ACT College Readiness Benchmark
for science by high school graduation, compared to 6 percent of their
non–low-income counterparts.
·
· It may be
slightly easier to catch up low-income, far-off-track students in earlier
grades. By the time they reached 8th grade, 9 percent of low-income 4th graders in the far-off-track group were able to
meet the 8th-grade science benchmark.
·
· The same
pattern is evident in mathematics: only 1 percent of low-income, far-off-track
8th graders were
able to meet the 12th-grade benchmark for mathematics by high school
graduation, while 5 percent of low-income, far-off-track 4th graders were
able to meet the 8th-grade benchmark for mathematics by the time they reached
8th grade.
·
“The findings for at-risk
students are particularly concerning,” said Scott Montgomery, ACT vice
president of policy, advocacy and government relations. “Preparation gaps that
are already evident in elementary school appear to become harder to close as
students progress through school. The findings are an urgent reminder of the
need to monitor student performance and intervene as early as possible.”
The ACT report uses data from
approximately 245,000 students in two states: Arkansas and Kentucky. The state
education agencies supplied the data needed to link student enrollment and test
records across the grade spans and to disaggregate students into multiple
demographic groups.
No comments:
Post a Comment