The ability of one district's second-grade literacy assessments and other variables to predict student proficiency on the third-grade reading Colorado Student Assessment Program (CSAP)

This investigation examined whether student performance on the second grade district literacy assessments predicted student performance on the third grade reading Colorado Student Assessment Program (CSAP). Different subtests and combinations of subtests were predictive of a portion of students' third grade CSAP proficiency levels and scores. The greatest variance accounted for was R2 = .5678 for all students on CSAP scores. There appear to be other variables that accounted for the additional variance on the CSAP. The investigator recommends future research to identify these variables.;The convenience sample consisted of 303 third grade students in one rural western Colorado school district who were administered the third grade reading CSAP. The investigator analyzed the data using multiple linear regression, stepwise multiple regression, and analysis of variance.;The investigation explored whether there were significant differences on the third grade CSAP between students receiving interventions including retention, placement on an Individual Literacy Plan, or placement in a special program such as Title I, English as a Second Language, or Special Education, and students not receiving the intervention. The results indicated there were significant differences between students who participated in a particular intervention and students who did not participate in that intervention. Eighty-eight percent of students who participated in interventions did not achieve proficiency on the third grade CSAP. The district correctly identified students who needed interventions. The interventions provided did not assist the students to achieve proficiency.;Other variables examined were gender, attendance, mobility within the district, and time in the district. There were significant differences between boys and girls on CSAP proficiency levels but not on CSAP scores. There were significant differences based on attendance on CSAP proficiency levels but not on CSAP scores. There were no significant differences between groups based on mobility within the district and based on time in the district.;The investigation determined that different groups of students had different sets of predictor variables. Each group of students had different subtests and combinations of subtests, as predictors of a portion of the third grade CSAP proficiency levels and scores. The greatest variance accounted for was R2 = .6412 for boys on CSAP scores.