Early Literacy Performance in Massachusetts - Results of Ongoing Analysis of Literacy Screening Assessments - Fall 2024

Sep 15, 2026

The report presents results from ongoing analysis of early literacy universal screening assessments in Massachusetts, examining how benchmark scores link across screening assessments and to MCAS proficiency standards. It describes available data sources at student, school, and district levels, compares Massachusetts performance with national samples, and evaluates student progress over the school year and across grade bands K–3. The study also analyzes early childhood program participation and English learner program performance, including factors tied to repeated identification as significantly below benchmark.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages196

Reading Time8 h 14 min

AccessFree to download

Executive Summary

Study Background

Key Findings

Introduction

Available Data

Early Literacy Universal Screening Assessment Data

Student-Level State Education Data

Student Information Management System

Massachusetts Comprehensive Assessment System

Assessing Comprehension and Communication in English State-to-State for English Language Learners

Publicly Available School-and District-Level Data

Merging and Reporting of Student-, School-, and District-Level Data

Analysis and Findings

Comparing Screening Assessment Benchmarks

How Many Scores Are Available for Linking Analysis? To What Extent Are the Samples Representative of the State as a Whole?

How Do Literacy Screening Assessment Benchmark Scores From Different Screening Assessments Compare to Each Other in MCAS Terms?

How Well Do Literacy Screening Assessment Benchmark Scores From Different Screening Assessments Discriminate Between Students Meeting and Not Meeting MCAS Proficiency Standards?

Screening Assessment Data Overview

Student Performance

Student Progress

Comparing Student Performance to the Nation

Early Childhood Program Participation and Kindergarten Student Performance

Discussion and Next Steps

References and Further Reading

Appendix A. Assessment Review Criteria and Summaries

Appendix B. Screening Assessment Benchmarks

Appendix C. Business Rules and Data Processing Specifications

Appendix D. Linking

Appendix E. Screening Assessment Overview and Student Performance

Appendix F. Student Progress

Appendix G. Early Childhood and English Learner Program Performance

Early Literacy Performance in Massachusetts Results of Ongoing Analysis of Literacy Screening Assessments Mariann Lemke, Dan Murphy, Aaron Soo Ping Chow, and Angela Acuña Fall 2024 © 2024 WestEd. All rights reserved. WestEd is a nonpartisan, nonprofit agency that conducts and applies research, develops evidence-based solutions, and provides services and resources in the realms of education, human development, and related fields, with the end goal of improving outcomes and ensuring equity for individuals from infancy through adulthood. For more information, [visit](visit WestEd.org. For)[ ](visit WestEd.org. For)[WestEd.org](visit WestEd.org. For)[. For](visit WestEd.org. For) regular updates on research, free resources, solutions, and job postings from WestEd, subscribe to the E-Bulletin, our semimonthly e-newsletter, [at](at WestEd.org/subscribe)[ ](at WestEd.org/subscribe)[WestEd.org/subscribe](at WestEd.org/subscribe). Early Literacy Performance in Massachusetts Table of Contents Executive Summary 11 Study Background 11 Key Findings 11 Introduction 15 Available Data 18 Early Literacy Universal Screening Assessment Data 18 Student-Level State Education Data 29 Student Information Management System 29 Massachusetts Comprehensive Assessment System 29 Assessing Comprehension and Communication in English State-to-State for English Language Learners 30 Publicly Available School-and District-Level Data 30 Merging and Reporting of Student-, School-, and District-Level Data 31 Analysis and Findings 31 Comparing Screening Assessment Benchmarks 32 How Many Scores Are Available for Linking Analysis? To What Extent Are the Samples Representative of the State as a Whole? 33 How Do Literacy Screening Assessment Benchmark Scores From Different Screening Assessments Compare to Each Other in MCAS Terms? 34 How Well Do Literacy Screening Assessment Benchmark Scores From Different Screening Assessments Discriminate Between Students Meeting and Not Meeting MCAS Proficiency Standards? 41 Screening Assessment Data Overview 43 How Many Benchmark Scores Are Available Overall and for Each Assessment? 44 How Many Students, Schools, and Districts Are Represented by the Data? 46 How Many Benchmark Scores Are Available by Grade and Student Group? To What Extent Does the Sample of Students With Available Benchmark Scores Represent The Overall Grade K–3 Student Population in the State? 48 How Many Benchmark Scores Are Available by Time Period? 50 Early Literacy Performance in Massachusetts Student Performance 52 How Many Students Were Identified As Significantly Below Benchmark by Time Period, Grade, and Student Group? 53 How Many Students Were Identified as Significantly Below Benchmark Two or Three Times Overall and by Grade and Student Group? 59 How Do Intersecting Student and School Background Factors Interact and Relate to the Likelihood of Students Being Identified as Significantly Below Benchmark More Than Once? 63 Student Progress 69 How Does Student Performance Change as the School Year Progresses? Do Students Identified as Significantly Below Benchmark Remain Significantly Below Benchmark? 69 How Does Student Progress Vary by Grade, Benchmark Level, and Student Background Characteristics? 75 How Does Student Performance Change Across Grade Levels? Do Students at Risk Remain at Risk Across Years? What is the Relationship Between Screening Assessment Scores and MCAS Performance? 80 Comparing Student Performance to the Nation 84 How Does Achievement and Growth of Massachusetts Students Compare to National Samples and Growth Rates? 84 Early Childhood Program Participation and Kindergarten Student Performance 88 How Many Kindergarten Students Attended Any Type Of Early Childhood Program, by Type? How Does Enrollment Vary by Student Background Characteristics? 88 What Percentage of Kindergarten Students Were Significantly Below Benchmark at BOY, MOY, and

FAQs

What is the purpose of the ongoing analysis in this report?

The report evaluates results from literacy screening assessments in Massachusetts, focusing on how benchmark scores compare across assessments and link to MCAS proficiency standards. It also examines student performance and progress over time and across key subgroups.

Which data sources does the report use for analysis?

It draws on early literacy universal screening assessment data and student-level state education data, including student information management and MCAS-related sources. The analysis also incorporates publicly available school- and district-level data and describes merging and reporting procedures.

How does the report assess student progress throughout the school year?

It analyzes how student performance changes as the school year progresses, including whether students identified as significantly below benchmark remain below benchmark over time. It also evaluates variation by grade, benchmark level, and student background characteristics.

Sep 15, 2026

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