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 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 Grade Retention written by José Galán and published by . This book was released on 1997 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Wrightslaw written by Peter W. D. Wright and published by . This book was released on 2002 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations.
Download or read book High Stakes written by National Research Council and published by National Academies Press. This book was released on 1998-12-16 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€"and misusedâ€"in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€"and should notâ€"use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.
Download or read book The Transformation of Title IX written by R. Shep Melnick and published by Brookings Institution Press. This book was released on 2018-03-06 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Grade Retention on Academic Achievement written by Ivy Marie Michel and published by . This book was released on 1993 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploratory Analysis of the Effects of a Statewide Mandatory Grade Retention Policy and Student Academic Achievement written by Larry J. Porter and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Grade Retention on the Academic Achievement of Students in Grades Second Through Sixth written by Guillermo M. Jimenez and published by . This book was released on 2003 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Meta analysis of the Effects of Grade Retention of K 6 Students on Student Achievement 1990 2010 written by Anthony Dewayne Bright and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation investigates the relationship between grade retention and students' academic achievement for K-6 students. A meta-analysis was conducted from studies published between 1990 and 2010 that reported data on the effects of elementary grade retention and students' academic achievement. The primary hypothesis for this dissertation was that there was a positive relationship between grade retention and students' academic performance. An extensive systematic review of the literature was conducted using bibliographic databases and other sources, resulting in the review of hundreds of abstracts and articles. Initially, this review resulted in the identification of approximately 120 articles, from which, 68 were identified as potential studies for inclusion in this meta-analysis. As data were abstracted from each potential study and evaluated, 43 studies remained for inclusion in this meta-analysis. Of these 43 studies, 31 either reported effect sizes in the results section or included sufficient data to calculate the effect sizes. After testing each study for statistical significance and eliminating insignificant studies, 26 studies remained. Effect sizes for these 26 studies were averaged and an effect size of medium strength was revealed (ES = 0.50). This effect size indicated that retained students scored 0.50 standard deviations lower than promoted students on academic outcome measures. Sixteen studies included in this meta-analysis had never been included in any prior meta-analysis, thus adding to the existing literature. This study found that there was not a positive relationship between grade retention and students' academic performance. Results support the findings of most prior studies on grade retention concluding that grade retention is not an effective intervention. Major findings are provided for the four research questions examined in this study. In addition, implications for practitioners and implications for researchers are included, as well as, suggestions for future research.
Download or read book The Effects of Grade Retention and Social Promotion on Student Academic Achievement written by Carmen R. Belcher and published by . This book was released on 1998 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ratchetdemic written by Christopher Emdin and published by Beacon Press. This book was released on 2021-08-10 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book The Effects of Early Versus Later Grade Retention on Student Achievement written by Gail T. Pylant and published by . This book was released on 2011 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
