Differential achievement patterns over time among six elementary schools

This study examined the predictability of achievement outcomes in grades 2 through 4 for three groups of children who entered a particular school district in two consecutive years and had participated in a Kindergarten screening. Data regarding maternal level of education, verbal and non-verbal IQ, and fine-motor abilities were attained. Total Composite scores on the Iowa Test of Basic Skills for grades two, three, and four were also available.;The first analysis revealed that all of the groups' achievement test scores increased over time. They did not, however, do so at the same rate, or in a consistent manner. A significant time effect existed. Also achievement scores increased over time but differed in the way they increased.;The second analysis, including a set covariates (kindergarten screening data), revealed that the significant time effect remained. Only maternal level of education and verbal IQ accounted for the variance.;The third analysis revealed that all six schools affected achievement scores positively and attending any school positively enhanced achievement. There was a very small but significant time by school attended effect, however, once the covariates were controlled, this effect disappeared.;The fourth analysis revealed that once the results of the kindergarten screening and Second and Third grade achievement scores were simultaneously considered, Fourth grade achievement scores could be predicted. By the time a child was in Third grade, his Fourth grade ITBS scores could be predicted with 90.6% certainty. Verbal IQ also remained a significant predictor of Fourth grade achievement.;In conclusion, the results of this study revealed that all children showed progress regardless of the school they attended. Also, early verbal skills and family background account for differences between schools.