Download or read book The Effects of Retention on Academic Achievement of Fourth Graders at One Midwestern Elementary School written by Janice E. Trosky and published by . This book was released on 1998 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Effect of Retention on the Academic Performance of Fourth grade Students at the Charles H Emanuel Elementary School on St Croix U S V I written by Mia M. M. Bryan and published by . This book was released on 1998 with total page 94 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 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 2002-12-19 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is about the practice of grade retention in elementary schools; a particularly vexing problem in urban school systems. The book 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. It addresses the complex question of whether repeating a grade is helpful or harmful when children are not keeping up with their coursework.
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 Impact of Elementary Grade Level Retention Upon Academic Achievement Self concept and Classroom Behavior written by Susan Van Zant and published by . This book was released on 1982 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Study of the Effects of Early Retention on Fifth Grade Achievement written by Arthur Frederick Ebey and published by . This book was released on 1981 with total page 222 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 Retaining Students in Grade written by Nailing Xia and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade retention is the practice of keeping low-achieving students at the same grade level for an additional year to provide them with extra time to catch up, as opposed to social promotion, the practice of promoting students regardless of whether they have mastered the grade content. As part of an increasing emphasis on standards and accountability, many districts now use standardized test scores as one of the main criteria for grade retention. However, studies have shown that students do not appear to benefit from being retained and, indeed, that retention may increase their risk of dropping out of school. In 2003-2004, the New York City Department of Education (NYCDOE) implemented a new promotion policy for 3rd-grade students, which was later extended to 5th, 7th, and 8th graders. NYCDOE asked RAND to conduct an independent longitudinal evaluation to provide evidence of the program's impact on 5th graders. This report, one of in a series documenting the results of the study (conducted between March 2006 and August 2009) identifies and reviews 91 studies that examine the effect of grade retention on a variety of student academic and socioemotional outcomes.
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 Resources in Education written by and published by . This book was released on 1997 with total page 1032 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 Good for Nothing written by Lisa M. Kenneady and published by . This book was released on 2004 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data from the Texas Education Association (TEA) show that 177,340 students (4.6 percent) in kindergarten through grade 12 were retained in 2001-02. This is enough students to fill Texas Stadium more than 2.5 times. Of this number, roughly 59,812 were elementary school students (grades kindergarten through six). There are several problems with in grade retention. Typically, students are retained for low achievement in one or two subjects, but they are required to retake an entire year?s worth of coursework. Plus, they are usually placed in the same environment the second time that did not support their learning the first time around. Often, this results in punishing children for not learning what they have not been taught or taught well. The research is very clear: the effects of retention are harmful. As early as the 1930s, studies reported the negative effects of retention on academic achievement. Retention harms students academically and socially. According to retention research, 50 percent of students who repeat a grade do no better the second time, and 25 percent actually do worse. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.].
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
