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High-Achieving and Average Students' Reading Growth: Contrasting School and Summer Trajectories

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  • Karen E. Rambo-Hernandez
  • D. Betsy McCoach

Abstract

Much is unknown about how initially high-achieving students grow academically, especially given the measurement issues inherent in assessing growth for the highest performing students. This study compared initially high-achieving and average students' growth in reading (in a cohort of third-grade students from 2,000 schools) over 3 years. Using a 3-level longitudinal piecewise hierarchical linear model, we contrasted summer and school year growth rates to examine initially high-achieving and average students' trajectories. Average students grew steeply during the school year and gained nothing over the summer. By contrast, initially high-achieving students grew more slowly than average students during school but maintained that same slower growth rate in the summer.

Suggested Citation

  • Karen E. Rambo-Hernandez & D. Betsy McCoach, 2015. "High-Achieving and Average Students' Reading Growth: Contrasting School and Summer Trajectories," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(2), pages 112-129, February.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:2:p:112-129
    DOI: 10.1080/00220671.2013.850398
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    Cited by:

    1. Daniel McNeish & Denis Dumas, 2021. "A seasonal dynamic measurement model for summer learning loss," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 184(2), pages 616-642, April.

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