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| Author | : Aaron L. Tookes |
| Publisher | : |
| Total Pages | : 170 |
| Release | : 2001 |
| Genre | : Academic achievement |
| ISBN | : |
| 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 | : Jill S. Cannon |
| Publisher | : |
| Total Pages | : 22 |
| Release | : 2011 |
| Genre | : Education, Elementary |
| ISBN | : 9781582131443 |
When a student fails to master academic material, educators face a range of choices--they can provide extra tutoring, place the student in summer school, or, as a last resort, hold the student back for a year. This last option--retention--often proves to be a difficult and contentious issue for both schools and parents. California currently lacks a clear picture of retention: Who is retained? How do retained students fare in the repeated year? And can retention help struggling students reach proficiency? This report examines these questions by focusing on early elementary school retention in the Los Angeles Unified School District (lausd), which serves 11 percent of the public school students in the state. The authors find that 7.5 percent of students in the district are retained before the third grade. They also find that retention rates vary across schools and even across schools with similar student populations. Risk factors for retention, in addition to poor academic performance, span a range of student characteristics. The authors find that relatively younger students and boys are much more likely than other students to be held back, even when all else is equal. Other risk factors include low household income, English learner status, and Latino or African American race/ethnicity. Students with several of these risk factors can face up to a one-in-nine chance of being retained. The authors' interviews with lausd principals show quite varied attitudes to retention. Many acknowledge that it can have short-term benefits, but some remain concerned about long-term consequences. Their findings suggest that a blanket policy against retention may be misguided. Of course, earlier interventions to prevent retention are in the best interests of all--of students and, because of costs, of school districts and the state. (Contains 5 figures, 2 tables and 29 notes.) [This research was conducted with the support of Karina Jaquet. For "Early Grade Retention and Student Success: Evidence from Los Angeles. Technical Appendices", see ed517458.
| Author | : R. Shep Melnick |
| Publisher | : Brookings Institution Press |
| Total Pages | : 337 |
| Release | : 2018-03-06 |
| Genre | : Education |
| ISBN | : 0815732406 |
One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
| Author | : |
| Publisher | : Public Policy Instit. of CA |
| Total Pages | : 24 |
| Release | : |
| Genre | : |
| ISBN | : |
| Author | : Lisa Lynne Sigafoos |
| Publisher | : |
| Total Pages | : 128 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Policies are increasing the pressure for students to gain grade-level mastery. For example, federal legislation mandates that all children are able to read by third grade. This increased demand on teachers and schools has lead to more students being retained, especially in the early grades. Researchers have studied the effectiveness of retention, in the early elementary grades, in order to establish the immediate and later effects on academics, behavior development, and special education participation. Through an extensive search and analysis it was determined that retention has a largely negligible impact on student performance and has been unsuccessful in closing the achievement gap. Implications, limitations, and future research are discussed.
| Author | : Guido Schwerdt |
| Publisher | : |
| Total Pages | : 53 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of retention on student outcomes over time. Regression discontinuity estimates indicate large short-term gains in achievement among retained students and a sharp reduction in the probability of retention in subsequent years. The achievement gains from retention fade out gradually over time, however, and are statistically insignificant after six years. Despite this fade out, our results suggest that previous evidence that early retention leads to adverse academic outcomes is misleading due to unobserved differences between retained and promoted students. They also imply that the educational and opportunity costs associated with retaining a student in the early grades are substantially less than a full year of per pupil spending and foregone earnings. (Contains 10 figures, 11 tables, and 19 footnotes.).
| Author | : Gail T. Pylant |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 2011 |
| Genre | : Academic achievement |
| ISBN | : |
In an era of increased accountability for student learning, administrators and teachers are forced to address the needs of struggling students. Grade retention is used as a practice to help low-performing students overcome their academic deficits. The objective of this study was to determine the effects of grade retention on student achievement. The goal of this study was to determine whether there was a significant difference in the growth performance scores and EVAAS predicted scores of sixth grade students retained in early grades first through third as compared to students retained in later grades fourth through sixth utilizing the NC End-of-Grade Tests in reading and mathematics. Separate Fisher's exact tests for reading and mathematics were used to determine the frequency of distribution of student growth performance scores in these subjects as measured by the within and/or above expectations versus below expectations categories from the NC ABCs model to compare early retainees and later retainees to see if the relationship of performance to category of retention differed more than expected by chance. Also, separate Fisher's exact tests for reading and mathematics were conducted to examine the frequency of distribution of student growth scores in these subjects as measured by the below expectation versus within or above expectations categories from the EVAAS predicted scores to compared early retainees and later retainees to see if the relationship of performance to category of retention differed more than expected by chance. According to these findings in this study, when examining academic change scores for reading and mathematics a significant relationship does not exist between the growth performance of early and later retainees. When examining EVAAS predicated scores, it was also indicated that a significant relationship does not exist between the growth performance of early and later retainees. However, the data did indicate that a higher percentage of later retainees met and/or scored above expectations in reading when compared to the early retainees.
| Author | : Donna N. Shea |
| Publisher | : |
| Total Pages | : 125 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
For decades there has been an ongoing push to increase student achievement through large-scale policy reform and yet far too many students in the United States still perform below proficiency levels with achievement gaps according to race and socio-economic status. Choctaw County School District (CCSD) was no different, as low performance, especially in reading/language arts, and achievement gaps according to race and SES were present. To address these issues, CCSD implemented a K-2 promotion/retention policy in 2008 to improve student achievement. The primary purpose of the study was to investigate how a school district’s implementation of a K-2 policy for promotion and retention with specific strategies may have influenced academic achievement in the area of reading/language arts. A mixed method research design was used to conduct the study. A narrative approach was used to provide a response to the first research question. A 1-way analysis of variance (ANOVA) with a Sheffe’ post-hoc test was used as the primary means of analysis for the second research question to determine if there were statistically significant differences in the Grade Three Reading/Language Arts MCT2 scores according to the length of time under the policy. A 2-way ANOVA was used as the primary means of analysis for the 3rd-5th research questions to determine whether there were interaction effects between length of time under the policy and gender, race, and/or SES. Analysis of the results from the first research question revealed themes that emerged from studying the leadership change process of the development and implementation of the K-2 promotion retention policy. The emergent themes were aligned to the steps of Kotter’s Change Theory. Statistically significant differences were found between Grade Three Reading/Language Arts MCT2 scores between no time under the implementation of the policy and three years and between 1 year and 3 years under implementation of the policy. Statistically significant differences were found for the main effect of time under policy, gender, race, and SES. However, no statistically significant differences were found for interactions of length of time under the policy and gender, race, or SES.
| Author | : Kathy Bang Sellers |
| Publisher | : |
| Total Pages | : 194 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : |
