Indicator: Early grades on track Breadcrumb Home Indicators Early Grades On Track Definition Students in grades 1 and 2 are on track to achieve academic proficiency in grade 3. Recommended Metric(s) Percentage of students in grades 1 and 2 meeting grade-level math and reading benchmarks, with an attendance rate of 90 percent or higher, and no in- or out-of-school suspensions or expulsionsView CEDS ConnectionPercentage of students in grades 1 and 2 meeting grade-level math and reading benchmarks, with an attendance rate of 90 percent or higher, and no in- or out-of-school suspensions or expulsionsCEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics. Type(s) of Data Needed Assessments; administrative data Why it matters An on-track measure before grade 3 can help schools target additional support to students at risk of not meeting grade-level proficiency standards in grade 3, which is a strong predictor of later outcomes. For example, a study in three diverse urban districts found that math and reading benchmark performance and growth and chronic absenteeism in grades K–2 were important and consistent predictors for reading success in grade 3. 1 Early on-track measures are relatively newer than those used in middle and high school, but have been implemented in some contexts, such as Montgomery County Public Schools,2 to identify students who need support as early as grade 1. Disparities in children’s early-grade outcomes along income and race are evident, pointing to the need for early intervention. 3, 4 For instance, a study of nationally representative data found that at the start of grade 1, Black children’s reading proficiency was three months behind that of White children, and math proficiency was almost five months behind; these disparities were only slightly smaller for Latino children. What to know about measurement Each on-track indicator in the E-W Framework is supported by research conducted in specific district contexts; therefore, the specific criteria used to define whether a student is on track might not predict long-run outcomes equally well in all settings. To define this indicator, we drew on research in Montgomery County Public Schools,5 which found that grade 1 students well below grade level in reading, math, or both; absent nine or more days; or suspended one or more times were significantly more likely to drop out of high school. If possible, research based on local data should be conducted to validate this measure of students’ on-track status in other settings.Although attendance and suspension data are generally available to measure this indicator, benchmark tests in early grades are not universally administered and can vary across states and districts. Math and reading proficiency are measured in kindergarten through grade 2 in 37 states (as well as the District of Columbia). Assessments range from screeners and diagnostic assessments to formative and summative assessments.6 Thus, this indicator might not be fully comparable across contexts and might not be feasible in districts that do not currently give early-grades assessments. Emerging multilingual students should be tested in their home language, though not all assessments make this possible. Additional considerations for attendance and discipline data are discussed in the next two indicators (consistent attendance and positive behavior). Source frameworks Although general “academic proficiency” or “academic progress” in K–12 appeared in four source frameworks reviewed for this report, none of the source frameworks specifically included an early grades on track indicator. As discussed above, our proposed definition and measure draw on research in Montgomery County Public Schools. References 5West, T. C. (2013). Just the right mix: Identifying potential dropouts in Montgomery County public schools using an early warning indicators approach. Montgomery County Public Schools. https://eric.ed.gov/?id=ED5577336Education Commission of the States. (2020). 50-state comparison: State K-3 policies. https://www.ecs.org/kindergarten-policies/ 1Che, J., Malgieri, P., Ramos, V., Page, H., & Holt, A. (2015). Early elementary on-track indicators leading to third-grade reading proficiency. Strategic Data Project, Harvard University. https://hwpi.harvard.edu/files/sdp/files/early_indicators_for_third_grade_reading_proficiency.pdf 2Sparks, S. D. (2013). Dropout indicators found for 1st graders. Education Week. https://www.edweek.org/leadership/dropout-indicators-found-for-1st-graders/2013/07?tkn=MWTFovaT4pTNnjj15Jb5BFO6dcI60rMPNQng&cmp=clp-edweek 3Romero, M., & Lee, Y. S. (2007). A national portrait of chronic absenteeism in the early grades. National Center for Children in Poverty, Columbia University. https://doi.org/10.7916/D89C76504Reardon, S. F., & Galindo, C. (2009). The Hispanic-white achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46(3), 853–891. https://doi.org/10.3102/0002831209333184