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. Author manuscript; available in PMC: 2018 Apr 3.
Published in final edited form as: Child Dev Perspect. 2014 Oct 18;8(4):201–206. doi: 10.1111/cdep.12088

Figure 1.

Figure 1

A risk gradient for reading achievement, showing scores over time on a standardized test for 26,501 students in an urban school district from 2005-2006 through 2009–2010 divided into four groups: students identified as homeless or highly mobile at any time during the six years preceding the 2009–2010 school year (HHM; 13.8% of the students), students eligible for free lunch but not identified as HHM (Free Meals, 57.2%), students eligible for reduced fee lunch but not free lunch or HHM (Reduced meals, 3.7%), and other students (General, 25.3%). The national average on the test is shown as a solid line. The average third-grade achievement levels by group represented the following norm-referenced percentile scores: 12% for HHM, 21% for reduced meals, 46% for free meals, and 75% for the general group. From Cutuli et al. (2013) © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc. Reprinted with permission from Wiley-Blackwell.