Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Longitudinal Study Of The Effects On Achievement Of Grade Retention And Delayed School Entrance PDF full book. Access full book title Longitudinal Study Of The Effects On Achievement Of Grade Retention And Delayed School Entrance.
| Author | : Beth McKenzie Zubia |
| Publisher | : |
| Total Pages | : 98 |
| Release | : 1990 |
| Genre | : Grade repetition |
| ISBN | : |
| Author | : Shirley P. Hindman |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 1996 |
| Genre | : Grade repetition |
| ISBN | : |
| Author | : Nicholas Zill |
| Publisher | : |
| Total Pages | : 92 |
| Release | : 1997 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Nuno Crato |
| Publisher | : Springer |
| Total Pages | : 344 |
| Release | : 2018-10-02 |
| Genre | : Political Science |
| ISBN | : 3319784617 |
In the light of better and more detailed administrative databases, this open access book provides statistical tools for evaluating the effects of public policies advocated by governments and public institutions. Experts from academia, national statistics offices and various research centers present modern econometric methods for an efficient data-driven policy evaluation and monitoring, assess the causal effects of policy measures and report on best practices of successful data management and usage. Topics include data confidentiality, data linkage, and national practices in policy areas such as public health, education and employment. It offers scholars as well as practitioners from public administrations, consultancy firms and nongovernmental organizations insights into counterfactual impact evaluation methods and the potential of data-based policy and program evaluation.
| Author | : Karl L. Alexander |
| Publisher | : Cambridge University Press |
| Total Pages | : 332 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 9780521793971 |
This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upward of half the students may repeat a grade. On the Success of Failure addresses whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. In addition to evaluating the consequences of retention, the book describes the cohort s dispersion along many different educational pathways from first grade through middle school, the articulation of retention with other forms of educational tracking (like reading group placements in the early primary grades and course-level assignments in middle school), and repeaters academic and school adjustment problems before they were held back.
| Author | : |
| Publisher | : Public Policy Instit. of CA |
| Total Pages | : 24 |
| Release | : |
| Genre | : |
| ISBN | : |
| Author | : Rosemary Papa |
| Publisher | : John Wiley & Sons |
| Total Pages | : 610 |
| Release | : 2018-04-19 |
| Genre | : Education |
| ISBN | : 111921842X |
Illuminates the multiple barriers that plague the education system and shows the way toward enlightened and inclusive educational policy and policymaking This book showcases new scholarship in the broad field of education policy and governance. Authored by some of the field’s foremost scholars, as well as new and up-and-coming academics, this definitive handbook offers a range of cultural, economic, and political perspectives on the state of education policy today. It addresses historic, current, and future education policy—incorporating changing social landscapes of education, economy, and policy. The Wiley Handbook of Educational Policy covers the role of politics in education governance; the politics of philanthropy and for-profits; the culture and economy of professional organizations; the governance of technology integration; and future political realities to global citizenry. Themes and topics range not only across early childhood, K-12, and tertiary forms of schooling, but also across the policy questions and concerns that transcend these distinctions. Each chapter features key words, key questions, conclusions, and thought-provoking ideas that provoke readers to think about ways to improve the current conditions under which educational policy-makers work. Provides a traditional understanding of educational policy Shows how educational policy has changed due to the boom of private funding Explores the changing demographics in education populations over the last 40 years Discusses policies and the ethics of using and overseeing technology in teaching and learning environments Looks at future trends from contemporary political origins The Wiley Handbook of Educational Policy is an important book that should be read by every administrator, policy maker, and educator working in the education system.
| Author | : |
| Publisher | : |
| Total Pages | : 432 |
| Release | : 1991 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : Richard R. Valencia |
| Publisher | : Routledge |
| Total Pages | : 481 |
| Release | : 2004-08-02 |
| Genre | : Education |
| ISBN | : 1134516436 |
Examines, from various perspectives, the school failure and success of Chicano students. The contributors include specialists in cultural and educational anthropology, bilingual and special education, educational history, developmental psychology.
| Author | : Larry J. Porter |
| Publisher | : |
| Total Pages | : |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
ABSTRACT: The literacy skills of students have become a significant concern among legislators and educators. The federal government has responded to this by enacting legislation that increases state accountability to provide evidence-based interventions to struggling readers. In response, the State of Florida has mandated mandatory retention for third-grade students who are at risk for reading failure. Third-grade students who do not pass the Florida Comprehensive Assessment Test-Reading (FCAT) are retained. Students who score at Level 1 are retained, and students who scored at Levels 2 through 5 are promoted. Research has indicated that retention has been an ineffective intervention to improve academic performance. However, it is difficult to compare research findings with Florida's current retention plan. Previous research has not delineated the intervention strategies that were utilized during the retention year. Florida requires that all students are provided evidence-based reading remediation. The purpose of this study was to explore the association of Florida's model of student progression and academic achievement. More specifically, the study investigated the academic outcomes of third-grade students who scored within 10 scaled score points below the student progression achievement cut-off, attained a Level 1 designation in 2003 and were retained, and students who scored within 10 scaled score points above the student progression achievement cut-off, attained a Level 2 designation in 2003 and were promoted to fourth grade. Results indicated that 87% of the higher performing retained students subsequently scored at Level 2 or higher in 2004 while 67% of the promoted, low achieving student scored at Level 2 or higher in 2004. Furthermore, gender, SES and race were significantly associated with the reading outcomes of higher achieving retained and promoted, low achieving students. This study contributes to the literature by examining the outcomes of a retention model within a framework of academic remediation. In addition, the utility of high stakes testing and retention decisions were also examined. Future implications for research include direct comparisons of retained and promoted students, a longitudinal research design to examine the long-term effects of retention, and the identification of more effective services and intervention strategies to target at-risk students.
