Change and Continuity in Student Achievement from Grades 3 to 5: A Policy Dilemma

Creator

Mary McCaslin
Heidi Legg Burross
Thomas L. Good

Files

Publisher

Arizona State University, University of South Florida

Publication Date

January 2005

Abstract

In this article we examine student performance on mandated tests in grades 3, 4, and 5 in one state. We focus on this interval, which we term “the fourth grade window,” based on our hypothesis that students in grade four are particularly vulnerable to decrements in achievement. The national focus on the third grade as the critical benchmark in student performance has distracted researchers and policy makers from recognition that the fourth grade transition is essential to our understanding of how to promote complex thinking and reasoning that is built upon a foundation of basic skills that may be necessary, but are not sufficient, for the more nuanced learning expected in subsequent grades. ...

Keywords

Educational evaluation, Academic achievement

Extent

20

Geographic Location

Arizona

Volume

13

Issue

1

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: McCaslin, M., Burross, H. L., & Good, T. L. (2005, January 2). Change and continuity in student achievement from grades 3 to 5: A policy dilemma. Education Policy Analysis Archives, 13(1). Retrieved [date] from http://epaa.asu.edu/epaa/v13n1.

Identifier

E11-00423

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

McCaslin, Mary; Burross, Heidi Legg; and Good, Thomas L., "Change and Continuity in Student Achievement from Grades 3 to 5: A Policy Dilemma" (2005). Education Policy Analysis Archives (EPAA). 531.
https://digitalcommons.usf.edu/usf_EPAA/531