Getting closer to the achievement gap in urban education, promoting first-year reading success

Nidhi Rastogi; Bineet Desai; Vinoth S.

doi:10.31893/multiscience.2023ss0224

Keywords:

Abstract

The goal of this research was to evaluate the efficacy of Reading RACES (RR), a computer software that offers a repeated reading intervention with culturally relevant texts. This research definitely looked at how RR affected first-grade students in an urban setting's oral reading fluency (ORF) and comprehension gains, as well as whether such improvements would transfer to unfamiliar, generic texts. Five African American first-graders at risk of failing to master reading skills were chosen to take part in this research. The usage of RR and student increases in ORF and understanding were shown to be functionally related, according to the results. The ORF and understanding of rehearsed passages improved moderately too significantly for all research participants. The findings also demonstrated that even a month after the intervention, reading abilities persisted and were generalized to fresh texts. These results increase the body of prior evidence that supports RR.
References
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2. Broer M, Bai Y, Fonseca F, Broer M, Bai Y, Fonseca F (2019) A review of the literature on socioeconomic status and educational achievement. Socioeconomic inequality and educational outcomes: Evidence from twenty years of TIMSS 7-17.
3. Brown TM, Cook AL, Santos J (2019) Reconceptualizing risk and high school noncompletion: The case of Latina/o ninth-grade leavers in an urban school. Teachers College Record 121:1-32.
4. Bryan J, Williams JM, Griffin D (2020) Fostering educational resilience and opportunities in urban schools through equity-focused school–family–community partnerships. Professional School Counseling 23:2156759X19899179.
5. Butler BR, Coffey H, Young JL (2021) Justice-oriented teaching dispositions in urban education: A critical interpretive case study. Urban Education 56:193-227.
6. Clarke FC, Burt WL (2019) A study of the effects of charter schools on student achievement, attendance, and selected mitigating factors in a midwestern state’s midsize urban school districts. Education and Urban Society 51:1265-1290.
7. Henry AM (2019) The Ascension of First-generation College Students to a College or University Presidency: Stories about the Making of a President and Advice from Collaterals (Doctoral dissertation, University of Pennsylvania).
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9. Hinnant-Crawford BN (2023) Legislating instruction in urban schools: Unintended consequences of accountability policy on teacher-reported classroom goal structures. Urban Education 58:3-35.
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11. Lee AA, Fleck B, Richmond AS (2021) Exploring the Relations of Academic Self-Handicapping with Achievement Goals among Urban, Underrepresented Minority, Middle School Students. Educational Research: Theory and Practice 32:79-105.
12. Lekwa AJ, Reddy LA, Dudek CM, Hua AN (2019) Assessment of teaching to predict gains in student achievement in urban schools. School Psychology 34:271.
13. Lewis EL (2019) Strategies for Successful College Transitions for High School Students in Urban Schools. Journal of College Orientation, Transition, and Retention 26.
14. McCallops K, Barnes TN, Berte I, Fenniman J, Jones I, Navon R, Nelson M (2019) Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research 94:11-28.
15. Peacock J, Bowling A, Finn K, McInnis K (2021) Use of outdoor education to increase physical activity and science learning among low-income children from urban schools. American Journal of Health Education 52:92-100.
16. Plucker JA, Peters SJ (2020) Excellence gaps in education: Expanding opportunities for talented students. Harvard Education Press.
17. Sims LR, Ferrare JJ (2021) "Since I Am From Where I Am From": How Rural and Urban First-Generation College Students Differentially Use Social Capital to Choose a College Major. Journal of Research in Rural Education 37.
18. Tanase MF (2022) Culturally responsive teaching.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Rastogi, N., Desai, B., & S., V. (2023). Getting closer to the achievement gap in urban education, promoting first-year reading success. Multidisciplinary Science Journal, 5, 2023ss0224. https://doi.org/10.31893/multiscience.2023ss0224

[1] Barber CL (2021) Evaluating the Effectiveness of School-Based Interventions Rendered to Urban Inner-City Youth Exposed to Trauma (Doctoral dissertation, Capella University).

[2] Broer M, Bai Y, Fonseca F, Broer M, Bai Y, Fonseca F (2019) A review of the literature on socioeconomic status and educational achievement. Socioeconomic inequality and educational outcomes: Evidence from twenty years of TIMSS 7-17.

[3] Brown TM, Cook AL, Santos J (2019) Reconceptualizing risk and high school noncompletion: The case of Latina/o ninth-grade leavers in an urban school. Teachers College Record 121:1-32.

[4] Bryan J, Williams JM, Griffin D (2020) Fostering educational resilience and opportunities in urban schools through equity-focused school–family–community partnerships. Professional School Counseling 23:2156759X19899179.

[5] Butler BR, Coffey H, Young JL (2021) Justice-oriented teaching dispositions in urban education: A critical interpretive case study. Urban Education 56:193-227.

[6] Clarke FC, Burt WL (2019) A study of the effects of charter schools on student achievement, attendance, and selected mitigating factors in a midwestern state’s midsize urban school districts. Education and Urban Society 51:1265-1290.

[7] Henry AM (2019) The Ascension of First-generation College Students to a College or University Presidency: Stories about the Making of a President and Advice from Collaterals (Doctoral dissertation, University of Pennsylvania).

[8] Hines EM, Mayes RD, Hines MR, Henderson JA, Golden MN, Singleton P, Cintron DW, Wathen BJ, Wright CG, Vega D, Slack T (2021) “You Are Going to School”: Exploring the Precollege Experiences of First-Year Black Males in Higher Education. Professional School Counseling 25:2156759X211040044.

[9] Hinnant-Crawford BN (2023) Legislating instruction in urban schools: Unintended consequences of accountability policy on teacher-reported classroom goal structures. Urban Education 58:3-35.

[10] Hoffman JW, Martin JL (2020) Abolitionist teaching in an urban district: A literacy coup. Urban Education 0042085920943937.

[11] Lee AA, Fleck B, Richmond AS (2021) Exploring the Relations of Academic Self-Handicapping with Achievement Goals among Urban, Underrepresented Minority, Middle School Students. Educational Research: Theory and Practice 32:79-105.

[12] Lekwa AJ, Reddy LA, Dudek CM, Hua AN (2019) Assessment of teaching to predict gains in student achievement in urban schools. School Psychology 34:271.

[13] Lewis EL (2019) Strategies for Successful College Transitions for High School Students in Urban Schools. Journal of College Orientation, Transition, and Retention 26.

[14] McCallops K, Barnes TN, Berte I, Fenniman J, Jones I, Navon R, Nelson M (2019) Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research 94:11-28.

[15] Peacock J, Bowling A, Finn K, McInnis K (2021) Use of outdoor education to increase physical activity and science learning among low-income children from urban schools. American Journal of Health Education 52:92-100.

[16] Plucker JA, Peters SJ (2020) Excellence gaps in education: Expanding opportunities for talented students. Harvard Education Press.

[17] Sims LR, Ferrare JJ (2021) "Since I Am From Where I Am From": How Rural and Urban First-Generation College Students Differentially Use Social Capital to Choose a College Major. Journal of Research in Rural Education 37.

[18] Tanase MF (2022) Culturally responsive teaching.

Abstract

References

How to cite