The 2nd Annual WNY Reading Report Card
Analyzing the relationship between poverty levels & ELA proficiency scores across more than 350 school districts in upstate New York
The WNY Education Alliance is pleased to publish the 2nd annual WNY Reading Report Card (see attached). In the report, we examine New York State Education Department (NYSED) English Language Arts (ELA) proficiency scores for students in grades 3-5 in all districts in Western New York and upstate New York, more broadly.
We Use the Data for Three Purposes
First, we analyze the relationship between poverty levels and ELA proficiency scores across more than 350 school districts in upstate New York. Differences in the percentage of students that are economically disadvantaged in a district explain more than 65% of the differences in ELA proficiency rates between districts in urban and suburban schools in upstate New York.
This is consistent with the research/reporting done by education researchers/reporters elsewhere, including the Educational Opportunity Project at Stanford University (as highlighted in The NYTimes), the University of Minnesota Center for Applied Research and Educational Improvement, and education reporter Karin Chenoweth in Districts That Succeed and the Extraordinary Districts podcast by The Education Trust.
Why is this important? Traditional reporting which compares student proficiency scores across districts does not take into account the significant differences in socioeconomic conditions. However, research shows that at least 60-70% of the differences in ELA proficiency scores between districts is explained by differences in poverty levels. Any comparison between districts, therefore, must incorporate differences in income levels. Comparisons that do not properly adjust for differences in poverty will incorrectly conclude that schools in wealthier districts do a better job of teaching reading and writing than districts with higher levels of poverty, thus misattributing instructional effectiveness with differences in socioeconomic conditions.
By normalizing for differences in income levels, we create a more useful benchmarking tool that allows stakeholders and reporters to compare achievement across school districts in a way that is more meaningful. We then use this statistical approach to identify the outlier school districts that have much higher levels of achievement when compared with the income-adjusted average (1-2 and 2+ standard deviations above average). These districts receive our Gold and Silver Medal ELA Awards for 2022-23.
In addition, we highlight those teachers and school districts that are seeing unusually high levels of achievement and student growth (perhaps the best measure of instructional effectiveness) in our case studies so that stakeholders can learn from these teachers and schools.
Second, we use the NYSED data to compare achievement across different student groups, including economically disadvantaged students, children with dyslexia, and English learrners. This allows us to estimate the achievement gap, the dyslexia gap, and the English learner gap in Western New York. In total, these student groups represent roughly 70-75% of all students in the region. We believe that an important measure of the effectiveness of ELA instruction in a district is the extent to which it works for disadvantaged student groups.
Lastly, we use the NYSED data, alongside data from NAEP and third-party assessments to provide a snapshot of early literacy in Western New York. In short, roughly 1 of every 2 students is not reading on grade level with much lower proficiency rates for economically disadvantaged students, children with dyslexia, and English learners.
Report Highlights
The WNY Reading Report Card is a lengthy report, so we want to draw your attention to some highlights:
HOW SHOULD STAKEHOLDERS USE THIS REPORT?
On pages 4 and 5, you’ll find sections for parents, school boards, and school leaders - but really, this report is for all stakeholders.
ELA GOLD & SILVER MEDAL WINNERS
On pages 10 and 11, you’ll find our 2022-23 ELA Gold & Silver Medal Winners. Gold and Silver Medal Award Winners have ELA proficiency rates that are 2+ and 1-2 standard deviations above the income-adjusted average, respectively.
CASE STUDIES: WHAT WE CAN LEARN FROM OTHERS’ SUCCESS
It’s important to learn from other teachers and districts in New York State that are successfully implementing structured literacy. Take a moment and read Case Study #1 (pages 12-14) and Case Study #2 (pages 15-17), both of which are in Western New York.
In Case Study #1, we highlight the work of Sean Morrisey, a 5th grade teacher in Frontier Central School District, who has significantly increased ELA proficiency scores in his class by using evidence-based literacy instruction.
In Case Study #2, we look at the Akron Central School District, which is the top-performing urban/suburban school district in all of upstate New York, as measured by the extent to which their students in grades 3-5 outperformed the income-adjusted average in terms of ELA proficiency.
Akron CSD also stands out as having, by far, the highest growth in student ELA proficiency in the region over the last several years. Akron has had the most consistent growth in achievement over all time periods, outperforming the average district in Erie County by a massive 2.5 standard deviations. So how did they do it? They shifted to a structured literacy program over the last several years, and that deserves more of our attention.
The WNY Reading Report Card is intended to be a resource for all education stakeholders in their efforts to improve reading instruction and student outcomes in their districts using data and evidence-based instructional practices.
Please reach out directly if you would like to schedule some time to go through the methodology and key findings.
ELL Teachers: Dr. Fierro is This Wed 3/13 for WNY LIT!
Please join us for the next FREE virtual professional development opportunity of WNY LIT: Literacy Instructors Together!
We are thrilled to welcomed Dr. Antonio Fierro, recognized national literacy leader and Vice President Academics and Professional Learning, 95 Percent Group, who will be presenting on:
"Helping Minimize the Cognitive Workload of the English Learner: An Overview Along with a Special Focus on Cross-Linguistic Connections"
Learn more and register here.
What We’re Reading
This is a fascinating article by Holly Korbey from the perspective of a principal on moving his elementary school to the science of learning:
“‘At the elementary level, we do explicit, direct instruction,” in all subjects, Smith said. While the rest of his district is focused on project-based learning, he has doubled down on evidence-based techniques, and has seen his students’ state test scores rise by 18 points.”
Thanks for reading and have a great week,
Tarja