Download or read book An Investigation Into the Impact of Grade Retention and Grade Placement as Interventions in a Large Suburban School District in Texas written by Imelda Medrano and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of grade retention and grade placement on student achievement in both reading and math over the course of five-years. A comparison was drawn amongst two cohorts of students in 3rd through 5th grade: (a) students in each grade who were retained in the year 2006-2007 due to failing report card grades or failure to meet minimum expectations on the state-mandated assessment in either math or reading, and (b) students in each grade who failed to meet promotion standards in 2006-2007 due to failing report card grades or due to failure to meet minimum expectations on the state-mandated assessment in either math or reading and were placed in the next grade level. The research questions guiding this study were: (1) How did report card grades for math and reading of the retained students compare to those of the placed students of similar achievement levels on five different time points, years 2007-2011? (2) How did the achievement levels on state-mandated assessments for reading and math of the retained students compare to those of the placed students of similar achievement levels on five different time points, years 2007-2011? (3) How were absence rates distributed amongst the retained and placed groups of students and did the absence rate impact the achievement of the students in math and reading as measured by performance on state assessments on five different time points, years 2007-2011? And (4) How were the factors of gender, ethnicity, and socioeconomic status distributed among the retained and placed groups of students and did those factors impact the achievement of the students in math and reading as measured by performance on state assessments on five different time points, 2007-2011? The statistical treatment included both ANOVAs and MANOVAs. The data revealed that students who were retained consistently scored higher than students who were placed on final report card grades as well as on state-mandated assessments for both reading and math, however, the advantage dwindled from up to ten percentage points during the second year of the study down to only three percentage points in the fifth and final year.
Download or read book The Effect of Grade level Retention on Student Success as Defined by the Student Success Initiative of Texas written by Barbara Lynn Christenson and published by . This book was released on 2010 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act, demands accountability in any district or school receiving federal funds. One of the goals of the No Child Left Behind legislation had its roots in the Texas education accountability statute of 1999, when former governor George W. Bush signed into law a mandate that became known as the Student Success Initiative. That law required students in the 3rd grade to pass the state reading assessment in order to be promoted to the 4th grade, beginning in the year 2003. The same group of students would be required to pass their 5th and 8th grade reading and math exams to be promoted to the next grade level. The initiative continued for all students. In opposition to the those policies, the body of research regarding grade-level retention concludes that the practice of grade retention is ineffective in increasing student achievement (Jimerson, 2001, Harness, 1984, McCoy, 1999). This study examined the Student Success Initiative in Texas. The goal was to determine whether retention in 3rd, 5th, or 8th grade made a signification difference in subsequent TAKS scores in comparison with students who were placed in the next grade level by the official Grade Placement Committee. Data was analyzed from three large urban school districts in Texas. Results were consistent across the three school districts. Students who were retained in third grade performed better the subsequent year in third grade, but those successes did not continue consistently through the 5th and 8th grade years. Students retained in 5th grade for math performed poorly on subsequent tests, as did students retained in the 8th grade for reading or math. However, the group of students that was retained in 5th grade due to failure of the TAKS Reading test exhibited success in the subsequent year as well as the 8th grade year. Overall, TAKS students who were retained did not perform better than students who were placed in the next grade level as they progressed through 8th grade.
Download or read book On the Success of Failure written by Karl L. Alexander and published by Cambridge University Press. This book was released on 2003 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Important Factors Impacting Grade Placement Committee Decisions written by David Trimble and published by . This book was released on 2014 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Student Success Initiative was designed and implemented to make sure students in the state of Texas were academically prepared before moving to the next grade. If a student in the state of Texas does not pass the reading and or mathematics portion of the STAAR test in the fifth and eighth grade, that student is automatically retained. Parents have the right to appeal this retention and that appeal is conducted through a Grade Placement Committee. Grade Placement Committees are made up of school administrators, teachers, and parents. The decision of the Grade Placement Committee must be unanimous or the student will be retained. The purpose of this study was to determine what factors administrators and teachers believed were important when making a grade placement decision. The study was conducted by using a three round Delphi study. The study surveyed 16 administrators and 16 teachers in a large urban school district in the state of Texas. School administrators identified 29 factors that met the minimum mean of 2.0 to be considered in the final data. Of the 29 factors that administrators identified, 21 were categorized as nonacademic while eight were categorized as academic. Teacher identified 29 factors that they believed were important in making grade placement decisions. The factors that teachers identified were also categorized with 12 as academic and 17 as nonacademic. The results of the study showed that school administrators were making grade placement decisions based on issues that were not academic in nature. Teachers were also using nonacademic factors to determine grade placement, but at a rate lower than administrators. The intent of the Student Success Initiative was to end social promotion, but this study demonstrates that is not the case.
Download or read book Flunking Grades written by Lorrie A. Shepard and published by . This book was released on 1989 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges the efficacy of the policy of American schools of holding children back in grade for a year, and presents evidence that the policy is damaging to those retained, especially to lower classes and minority groups, often causing them to drop out of school altogether.
Download or read book Beyond Retention written by Catherine George and published by . This book was released on 1993 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document reports findings of a California Department of Education (DOE) study that examined grade-retention practices in the state. Data were collected primarily through surveys of schools and school districts. Findings indicate that approximately 1 in 10 students spent an extra year in school before second grade during the 1988-89 school year. In kindergarten and first grade, the retention rates for African-Americans and Hispanics were up to double the rate for whites. The most common treatment for retained students was grade repetition. Despite research findings to the contrary, most educators believed that retention was effective. Many educators used Light's Retention Scale, an instrument that lacks reliability and validity in identifying students for retention. The following alternatives to retention are identified--dissemination of research, developmentally appropriate instruction, the Reading Recovery Program, other intervention programs, the Success for All Program, and structural changes (such as combination classes, year-round education, and ungraded schools). Several recommendations are offered to reduce the statewide retention rate: (1) School districts and schools should examine their policies and practices in light of current research; (2) school districts and schools should disseminate research on retention to elementary and middle school staffs; (3) school districts with high retention rates should develop a plan to reduce the rate and improve the instructional program for at-risk students; (4) school districts should monitor the differential effects of retention for different ethnic groups, non-English-speaking children, and boys and girls; and (5) the DOE and state legislature should provide support to school districts to implement early intervention reading programs. Two figures are included. (LMI)
Download or read book The Second Year written by Rachel B. Feldman and published by . This book was released on 2009 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines primary grade retention as it is utilized in one suburban school district as an intervention for low achievement. Since as early as the late 1800's, educators have been struggling with the solution for students who do not demonstrate readiness for grade promotion. Grade retention is one of the practices that has been utilized in an effort to give students added time to prepare for the next grade level. This researcher collected and analyzed data on the experiences of a sample of six kindergarten, first, and second grade students who are repeating their respective grade level. The data for this qualitative study have been presented through classroom observations, parent and teacher interviews, and document review. The patterns that resulted from the data collection and analysis have provided insight into the factors that influence a student's experience with grade retention. This study explored the influential components of a primary grade retention program with recommendations for practical application in the field and future research in this area.
Download or read book The Impacts of Grade Retention written by Lauren Elizabeth Rand and published by . This book was released on 2013 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: No Child Left Behind legislation and high stakes testing have increased the pressure for public schools to ensure academic achievement for all students. Each year, a large number of students do not demonstrate adequate achievement and are retained to repeat the grade level. The large number of students retained is an indication that the system does not work for a large portion of American students. The impacts of retention and whether it is a beneficial or harmful practice has been debated for years. There is much literature written about grade retention, however, there is little research about the experiences of students who have been retained and how they experience learning within the school system. This interpretive phenomenological analysis (IPA) study explored the lives of four students who were retained at a Pennsylvania middle school in order to describe their experiences with retention and uncover the impacts of the intervention that can only be seen by those who have lived it. By giving retained students a voice, this study answered the research question: What characterizes the experiences and responses of students who were retained in a Pennsylvania middle school? IPA methodology was selected as the most effective way to explore the individual experiences of the participants. Data was collected through four in depth interviews over a three-month period. Their experiences, challenges and achievements were portrayed from the perspectives of the participants. Each case was analyzed and written as a narrative, using verbatim quotes, depicting the story and voice of each participant. A cross-case analysis identified emergent themes that described the essence of the experience for the group as a whole. These themes were used to reflect back and provide answers to the research questions. By giving this population of students a voice, this study revealed what it is like to be a retained student and the impacts of the intervention through the eyes of the individuals who have experienced it. This study found that students display an internal conflict when it comes to whether grade retention is a helpful or harmful practice. For the participants in this study, the topic of grade retention cannot simply be described as good or bad. The implications from this study revealed that student failure is not the result of academic struggles as much as it is the result of a combination of a student's place as well as their emotional and mental maturity. Place refers to the variables that are unique for each student, such as their race, gender, socioeconomic status, etc. A student's place directly impacts their academic motivation and their successes and failures at school. This study also found that student failures are an indication that the school system itself is failing. The current school structure, high stakes testing, and education reform focused on standardization is not effective for this population of students. The findings of this study call for educational reform by raising structural concerns that schools must address. This study serves as a springboard to promote dialogue among educators. The findings reveal that school leaders need to drastically change the structure of the current school system to better meet the needs of this student population. This study questions educational reform such as No Child Left Behind, and the standardization of United States schools. Lastly, this study proves the importance of listening to the voices of students. Their perspectives provided valuable insight into the educational system that is critical when making educational decisions. Ideas for future research conclude this study.
Download or read book Ending Social Promotion Without Leaving Children Behind written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2009-10-15 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.
Download or read book Grade Retention and Its Impact on Future Academic Success written by Luginda Batten-Walker and published by . This book was released on 2013 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research, mixed method study was to examine to what extent if any, grade retention impacts students academic success at Stallion High School. Grade retention and social promotion have been compared throughout educational history. When social promotion was called to an end, grade retention was used in its place. Although the negative implications of grade retention were identified dating back to the 1930s, it is still a widely utilized intervention strategy today. Stallion High School has experienced an increase of grade retention amongst its ninth grade population. In an effort to combat this growing phenomenon, I sought to investigate the effectiveness of grade retention as an intervention strategy using the following research questions: 1. To what extent does grade retention impact future academic success? 2. What factors do students perceive as having hindered their ability to successfully complete the ninth grade? 3. What steps if any need to be addressed in order to reduce the occurrence of grade retention? Data was collected using student and faculty on-line surveys, administrator/supervisor interview and archival data. The findings revealed that grade retention had a negative impact on students future academic success. Students and faculty alike identified the three main causes of grade retention at SHS. They identified: grades and/or grading policy, attendance and/or attendance policy and study habits. Although faculty members and students identified grade retention as a problem at SHS, administrators/supervisors believed the contrary. Administrators/supervisors do not believe that grade retention is a problem at SHS and students in fact have all resources needed to succeed at SHS. The contradiction in these beliefs draws attention to the fact that administrators/supervisors work in a departmental fashion and are not aware of the growing retention rates. Faculty members and students provide suggestions to address the negative impact of grade retention. Alternatives to grade retention as an intervention strategy are also provided.
Download or read book An Investigation Into the Use of Grade Retention as an Intervention Strategy in Volusia County Florida written by Wesley H. Porter and published by . This book was released on 2016 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to analyze the performance of 1,493 students in Volusia County from 2003 to 2010, comparing ethnic and socio-economic groups, who had been retained a minimum of one time while enrolled from third grade through 10th grade. This study utilized the Florida Comprehensive Assessment Test (FCAT) Reading and Mathematic Developmental Test Scale Scores to evaluate student improvement. The groups compared in this study include Black, White and Hispanic students. Higher and lower socio-economic (SES) rates of retention were investigated for the entire population of retained students in Volusia County from 2003-2010. The groups were compared to see if there was a significant difference between each group being retained once, twice, or three or more times. Early identification of students at risk of being retained was a primary recommendation resulting from the data analysis. Additional recommendations include progress monitoring, increased parent involvement, differentiated instruction, alternative placements and interventions in place of retentions when available, intensive instruction in those areas where a Level 2 or lower on the FCAT was scored.
Download or read book The Effect of Grade Retention on Academic and Social behavioral Outcomes for Students with Disabilities in Elementary Grades written by Man Yang and published by . This book was released on 2018 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a lack of research examining the rates and effect of grade retention, a widely used intervention at schools, among students with disabilities. The existing research evidence of retention effects among students without disabilities remains inconclusive, which might result from the differences in analytical methodologies, sample selections and measurement errors. The purpose of the present study was to examine the retention rates, academic and behavioral trajectories of retained versus promoted students with disabilities, and the effect of grade retention for students with disabilities using the nationally representative Special Education Elementary Longitudinal Study (SEELS) dataset. Hierarchical linear modeling (HLM) was conducted to investigate the trajectories of being retained at three different time points (kindergarten, first and second grade) on later academic and social development trajectories among students with disabilities (N = 13,176). Propensity score matching (PSM) was used to infer causal inferences by creating two equivalent groups matched on a set of baseline measures. Results indicated that retention rates for students with disabilities are much higher than that for students without disabilities reported in previous studies. In addition, retention rates differ, albeit slightly, by student demographic characteristics such as race, gender, EL status, family income and disability types. Retained students with disabilities do not differ significantly from their promoted peers in terms of academic and behavioral trajectories with an exception of mathematics at kindergarten. The analysis of propensity score matching indicated that there is no effect of grade retention on reading performances but retention results in significant worse math performances for students with disabilities
Download or read book A study of grade retention practices and a comparison of standardized achievement test scores written by Lana Stacy Martin and published by . This book was released on 1992 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Grade Retention written by Darrell L. Williams and published by Nova Science Publishers. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: To address student grade retention, more funding is needed to support schools implement alternative programs to address students academic needs and decrease the pernicious practice of student retention. Despite such research, student grade retention continues as a common practice within our nations schools. However, student grade retention from the perspectives of parents have been hushed; and practical recommendations and programs to decrease student grade retention while increasing student achievement are still needed. In this book, the voices of parents and their children experiences are presented.
Download or read book The Reflection in the Mirror written by Celaní María Domínguez and published by . This book was released on 2002 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the strict 'no social promotion' policy in place in a large urban Texas school district (Waco Independent School District (WISD), Waco, Texas), and analyze the possible effects of the new promotion policy on student retention rates, curricular programming and student academic outcomes. This study analyzed past retention research, identified gaps in the research literature and developed a new program model/theory to generate areas for research. Next, trends in WISD Texas Assessment of Academic Skills (TAAS) scores and number of retentions over time were examined (1994-2001). Third, the study measured student retention and academic outcomes before and after retention as a function of older and newer school district promotion policy standards (1994-2001) in WISD. Furthermore, the study reviewed the context of retention in relation to a strict 'no social promotion' policy. Next, the study developed an analysis of how the strict 'no social promotion' policy was implemented by administrators and the rewards/challenges encountered. Finally, the study examined the relationship between school district promotion policy on program implementation and on student academic outcomes. Unlike research of the past (retention as an independent variable: retention causes/correlated to low self-esteem and dropping out) the independent variables (processes) affecting student academic performance outcomes were identified as: the conditions of learning/new strict 'no social promotion' policy and the opportunities to learn/ implementation of policy and their affect on student academic performance. A Sequential Mixed-Method Type VIII study was used to identify not only the 'underlying' mechanism(s) (inner workings of the implementation) but to identify and describe the context (the right conditions for learning) of the new strict 'no social promotion' policy and relate them to student outcomes. The most important outcomes were: the significant gains in student academic performance, the increased communication with the community at large, and the increased accountability of all involved. The successes were due to several key factors: the new strict 'no social promotion' policy; the implementation of successful programming and instructional strategies; the opportunities to learn each individual student has had, and the retention appeal process developed by WISD.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
