Measuring annual growth using written expression curriculum-based measurement: An examination of seasonal and gender differences.

Abstract

The purpose of this study was to examine annual growth patterns and gender differences in written expression curriculum-based measurement (WE-CBM) when used in the context of universal screening. Students in second through fifth grade (n = 672) from 2 elementary schools that used WE-CBM as a universal screener participated in the study. Student writing samples were scored for production-dependent, production-independent, and accurate-production indicators. Results of latent growth models indicate that for most WE-CBM outcome indicators across most grade levels, average growth was curvilinear, with increasing curvilinearity on all indicators as grade level increased. Evidence of gender differences was mixed with girls having higher initial scores on all WE-CBM indicators except for total words written (second and third grades), correct minus incorrect writing sequences (fourth grade only), and percent correct writing sequences (second-fourth grades) where differences were not statistically significant. Despite differences in initial level, there were few gender differences in growth and limited overall between-student variability in linear slope. The results of this study extend research on annual patterns of growth and gender differences in WE-CBM by analyzing all 3 types of WE-CBM indicators, including upper elementary grades, and assessing skills more frequently (i.e., 4 to 5 times in 1 year) than in prior research on annual growth. The findings have implications for universal screening in WE-CBM and for understanding gender differences in writing performance.

Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement

“…Numerous studies have been conducted using a wide range of age groups and a number of different achievement measures, including standardized tests, informal classroom assessments, and grades (National Center for Education Statistics, 2011a, 2011b). Most researchers have found a slight female advantage in reading achievement and a more pronounced female advantage in writing (Below et al, 2010; Berninger, Nielsen, Abbott, Wijsman, & Raskind, 2008; Camarata & Woodcock, 2006; Davenport et al, 2002; Gibb, Fergusson, & Horwood, 2008; Jones & Myhill, 2007; Keller-Margulis et al, 2015; Klecker, 2006; Logan & Johnston, 2010; Narahara, 1998).…”

“…reading, and writing skills (Below, Skinner, Fearrington, & Sorrell, 2010;Fearrington et al, 2014;Keller-Margulis, Mercer, Payan, & McGee, 2015;Malecki & Jewell, 2003).…”

“…In schools that are implementing response to intervention (RtI), CBM scores may be used to make eligibility decisions regarding special education services. Recently, researchers have found gender differences favoring females on CBM probes that assess early literacy, reading, and writing skills (Below, Skinner, Fearrington, & Sorrell, 2010; Fearrington et al, 2014; Keller-Margulis, Mercer, Payan, & McGee, 2015; Malecki & Jewell, 2003).…”

Spanish version of “Self-Efficacy for Writing Scale” (SEWS)

“…Keller-Margulis, Mercer, Payan, & McGee, 2015). Additionally, literature also highlights differences in academic self-efficacy related with sex (i.e.…”

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

“…In addition to disability status, writing fluency varies across demographic variables, including age, gender, and race or ethnic background. Younger, elementary-age students tend to write less fluently than older, adolescent students (Keller-Margulis, Mercer, Payan, & McGee, 2015;McMaster et al, 2017), and across grade levels, males tend to show slower rates of writing fluency than females (Fearrington et al, 2014;McMaster et al 2017). Furthermore, compared to native English speakers, English writing fluency tends to grow at slower rates for students who are English language learners (ELLs) or from diverse linguistic backgrounds (Espin et al, 2008;Keller-Margulis, Payan, Jaspers, & Brewton, 2016).…”