[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601741-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601741-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","social-justice-alert-future-innovators-and-leaders-fall-behind-in-academic-achievement-peer-reviewed-study-on-advanced-learners","Social Justice Alert: Future Innovators and Leaders Fall Behind in Academic Achievement - peer-reviewed study on advanced learners","","Examines achievement trends of advanced learners in Illinois using Illinois Standards Achievement Test (ISAT) reading and math scores, following Grade 3 students who scored in the Exceeds category across 707 school districts through Grade 8. Results show patterns of losing advanced learners in reading and math, while science shows an increasing proportion of Exceeds students, with significant differences by gender, ethnicity, and district socioeconomic status. Frames accountability policy concerns, including NCLB, and identifies implications for future policy and research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/social-justice-alert-future-innovators-and-leaders-fall-behind-in-academic-achievement-peer-reviewed-study-on-advanced-learners/601741/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/social-justice-alert-future-innovators-and-leaders-fall-behind-in-academic-achievement-peer-reviewed-study-on-advanced-learners/601741.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What populations and data does the study analyze?","Question",{"text":63,"@type":64},"The study follows advanced learners who scored in the Exceeds category on ISAT reading and math, using scores from Illinois school districts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What patterns are found in reading and math achievement?",{"text":68,"@type":64},"The study reports a losing pattern of advanced learners on ISAT reading and math as cohorts progress.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors are associated with differences in outcomes?",{"text":72,"@type":64},"Significant differences are found by gender, ethnicity, and district socioeconomic status.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601741,1792188841,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Social Justice Alert:  \nFuture Innovators and Leaders Fall Behind in Academic  \nAchievement  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nJoHyun Kim  \nTexas A&M University-Commerce  \nSandra Watkins  \nWestern Illinois University  \nSeung Won Yoon  \nTexas A&M University-Commerce  \nThis study examined the achievement trends of advanced learners and the relationship between Illinois’ school district characteristics and student performance using Illinois Standards Achievement Test (ISAT) scores. The 3rd grade students scoring in the Exceeds category in ISAT reading and math within 707 Illinois school districts during the school year 2006-2007 formed the cohort groups and were followed longitudinally through the 8th grade. On ISAT reading and math, the pattern of losing advanced learners occurred. For science, increasing proportion of Exceeds students was observed. Significant differences were found by gender, ethnicity, and district socioeconomic status. This study shed many remarkable findings that merit further discussion of policy making and future research.  \nNCPEA Education Leadership Review, Vol. 17, No. 1– May, 2016 ISSN: 1532-0723 © 2016 National Council of Professors of Educational Administration  \nIntroduction  \nOne uncomfortable truth in the American education system is beginning to unfold. The accountability movement for at least one population of students, the high ability learners, has misled the nation and compromised the achievement of millions of these students. These future leaders and innovators have been compromised by the No Child Left Behind Act of 2001 (NCLB) . There are no provisions in the law to ensure high ability students make adequate achievement gains on an annual basis. Moreover, high ability students of color and those living in poverty are especially compromised as they fall further behind as they advance through school (Education Trust, 2014; Loveless, 2008; Olsewski-Kubilius & Clarenbach, 2014; Plucker, Burrough, & Song, 2010; Wyner, Bridgeland, & Diiulio, 2007) .  \nThe focus in school districts across this country, for over a decade, has been on the struggling learners, the students on the bubble, and the students in the middle (Education Trust, 2013) . Olszewski-Kubilius and Clarenbach (2012) suggest, “the focus on minimum levels of competency and raising the lowest achieving students may indirectly negatively affect the growth of higher achieving students because the most important resource--a teacher’s time and attention -- has been singularly focused on the struggling students” (p. 8) . In addition, most school districts fail to disaggregate standardized achievement data by focusing only on the“meets standard”metric for reporting results and ignore the trend data on the gains and losses of the high ability learner.  \nIf schools make adequate yearly progress (AYP), districts are satisfied or recognized for their achievements. Moreover, most districts do not place a high priority on the identification of underachievement of high ability learners. According to many teachers and administrators, the majority of instructional time is spent delivering classroom instruction to ensure students currently in the middle stay in the middle on standardized assessments and they are also expected to help struggling learners meet the designated grade level standards. Farkas and Duffett (2008) found 60% of teachers stated low achievers were a top priority in their schools, while only 23% asserted high achievers were a top priority. Forty percent of teachers also suggested the content for honors and accelerated courses was watered down and lacked rigor. When asked which students were likely to get one-on-one attention from teachers, 80% said it would be the academically struggling students, with only 5%, alleging it wou","cbCaimdpk072Y4R3","https://ap.wps.com/l/cbCaimdpk072Y4R3","pdf",295234,13,"English","# Introduction\n# Literature Review and Conceptual Framework\n# Study Purpose and Methods\n# Findings and Differences\n# Implications for Policy and Future Research","[{\"question\":\"What populations and data does the study analyze?\",\"answer\":\"The study follows advanced learners who scored in the Exceeds category on ISAT reading and math, using scores from Illinois school districts.\"},{\"question\":\"What patterns are found in reading and math achievement?\",\"answer\":\"The study reports a losing pattern of advanced learners on ISAT reading and math as cohorts progress.\"},{\"question\":\"Which factors are associated with differences in outcomes?\",\"answer\":\"Significant differences are found by gender, ethnicity, and district socioeconomic status.\"}]","Social Justice Alert: Future Innovators and Leaders Fall Behind in Academic Achievement - peer-reviewed study on advanced learners | PDF",1792093344,33]