Aznamariam Ayres, Yeshimebet Ali Dawed, Shambel Wedajo, Tilahun Dessie Alene, Alemu Gedefie, Fekadeselassie Belege Getahun, Amare Muche
Anthropometric failures and its predictors among under five children in Ethiopia: multilevel logistic regression model using 2019 Ethiopian demographic and health survey data
BMC public health
students vary initial achievement enter school rate academic growth move school differences implications classroom instruction educational policy although previous research examined initial achievement growth differences gap remains understanding initial level achievement interacts subsequent growth children move school using vygotskys zone proximal development zpd return investment theoretical grounding registered report examined students initial academic performance relative school predicts subsequent academic achievement stage 1 accepted registered report available httpsosfio9zmak specifically tracked achievement cohort students started schools mean beginning third grade tested range hypotheses regarding achievement growth well students showed greatest gains time school using large database student academic achievement united states registered report included deidentified data students fall 2014 spring 2017 grades three five ten us states highest participation northwest evaluation associations measures academic progress map computer adaptive test academic achievement mathematics reading map taken least twice per school year six scores included mathematics reading achievement effective samples approximately 220000 students built separate reading mathematics threelevel piecewise longitudinal hierarchical linear models student repeated measures nested within students nested within schools model student growth beginning third grade end fifth grade ie three academic years two summers mathematics reading average student achievement growth slowed progressed third fifth grade findings diverged mathematics student growth mostly similar across achievement levels grades third fifth however reading aboveaverage students demonstrated slower growth average students school year faster growth summer also note beginning third grade highest achieving students outscored average students school 2 years mathematics 3 years reading results may able explained via zpd model posits development occurs students placed appropriately challenging environments mathematics observed pattern relatively consistent growth across achievement levels suggests average students likely zpd higher achieving students reading initial achievement increased student reading growth slowed suggests higher initial achievement less likely students zpd goal education students learn new things results suggest existing school offerings reading meeting goal equitably students across performance spectrum differential growth patterns considered designing learning experiences students enter wide range prior mastery