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What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement

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  • Fantuzzo, John W.
  • LeBoeuf, Whitney A.
  • Brumley, Benjamin
  • Coe, Kristen
  • McDermott, Paul A.
  • Rouse, Heather

Abstract

This study uses an established integrated data system (IDS) in a large city to enhance our understanding of unique associations between publicly monitored early risk experiences and reading proficiency gaps during early grades. This IDS was used to determine if a set of evidence-based, early risk factors, not found in educational records, relate adversely to reading achievement from first to third grade. Results showed that these risks were uniquely associated with significant reading achievement gaps in first grade, controlling for other risks and demographic factors associated with reading gaps. Further, these gaps persisted across second and third grades. Findings highlight the potential of using an established IDS to identify relevant variables found outside educational records to provide local, actionable intelligence to address reading gaps and create cross-sector collaborations.

Suggested Citation

  • Fantuzzo, John W. & LeBoeuf, Whitney A. & Brumley, Benjamin & Coe, Kristen & McDermott, Paul A. & Rouse, Heather, 2019. "What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement," Children and Youth Services Review, Elsevier, vol. 96(C), pages 326-335.
    • Handle: RePEc:eee:cysrev:v:96:y:2019:i:c:p:326-335
    DOI: 10.1016/j.childyouth.2018.11.021
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    1. Julia Lane, 2016. "Big Data For Public Policy: The Quadruple Helix," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 35(3), pages 708-715, June.
    2. Roland G. Fryer & Steven D. Levitt, 2006. "The Black-White Test Score Gap Through Third Grade," American Law and Economics Review, American Law and Economics Association, vol. 8(2), pages 249-281.
    3. Zhang, N. & Baker, H.W. & Tufts, M. & Raymond, R.E. & Salihu, H. & Elliott, M.R., 2013. "Early childhood lead exposure and academic achievement: Evidence from detroit public schools, 2008-2010," American Journal of Public Health, American Public Health Association, vol. 103(3), pages 72-77.
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    1. Lenhoff, Sarah Winchell & Somers, Cheryl & Tenelshof, Brittney & Bender, Trisha, 2020. "The potential for multi-site literacy interventions to reduce summer slide among low-performing students," Children and Youth Services Review, Elsevier, vol. 110(C).

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