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 Coaching for Student Retention and Success at the Postsecondary Level Emerging Research and Opportunities written by Black, Ruth Claire and published by IGI Global. This book was released on 2018-07-03 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online degree programs have long faced the issue of retention and engagement from their students. Proper support and guidance for students can encourage continuation in these programs, and can help lead to student success. Coaching for Student Retention and Success at the Postsecondary Level: Emerging Research and Opportunities is a pivotal reference source that provides vital research on the application of student support systems as a promising intervention for post-secondary retention and student success. While highlighting topics such as student assessment, online programs, and professional identity, this publication explores support strategies that boost retention, as well as the methods of using support and guidance to promote student success. This book is ideally designed for educational professionals, educational organizations, educational administrators, universities, and academics seeking current research on the effects of guidance on student retention rates and success.
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 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 The Effects of Grade level Retention in the Early Grades written by Lisa Lynne Sigafoos and published by . This book was released on 2013 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Optimizing Student Success in School with the Other Three Rs written by Robert J. Sternberg and published by IAP. This book was released on 2006-06-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Grade Level Retained and Other Variables on Student Progress Following Retention written by Judith Lee Adrian Zimny and published by . This book was released on 2003 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Modern Public School Facilities written by United States. Congress. House. Committee on Education and Labor and published by . This book was released on 2008 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Hispanic Serving Institutions HSIs in Practice written by Gina Ann Garcia and published by IAP. This book was released on 2020-03-01 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda. The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.
Download or read book Community College Journal written by and published by . This book was released on 2004 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Affective Consequences of Grade Retention written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate students' perceptions of the affective consequences of grade retention and to uncover possible social and academic effects of grade retention on students' subsequent elementary school experience. The participants were kindergarten through eighth grade students from a county in a rural area in Northeast Tennessee who had been retained for at least one year. A total of 36 students participated in the study, along with principals, school counselors, and teachers from each of the nine schools involved in the study. Information was collected through semi-structured qualitative interviews and the data were analyzed inductively using constant comparative analysis procedures. As a result of the analysis of student interview data, 10 areas of influence emerged related to students' perceptions of the retention process. This evidence was further substantiated through extended conversations with principals, school counselors and teachers. The areas of influence were categorized into six thematic areas: Theme 1: Conditions of Acceptance; Theme 2: Importance of Timing in the Decision to Retain; Theme 3: Negative Consequences of Retention for Older Children; Theme 4: Lack of Preparation for the Retention; Theme 5: Inadequacy of Support Services After the Retention; Theme 6: Far-reaching Effects of Retention. Based on the findings, the investigator reached the following conclusions: (1) Regardless of their initial reaction to the retention decision, most students eventually accepted the decision. Parental involvement and support was wanted and needed. (2) Retention appeared to be an appropriate intervention for students whose problems stemmed from being chronologically and/or developmentally behind their classmates. (3) Retention appeared to be least appropriate for students who were dealing with behavior problems, learning disabilities, or other problems in their lives. (4) School personnel rarely prepared the child for the retention decision and rarely provided services to make sure the repeated year was successful. (5) Retained students socialized well with other students, but the retention process had negative effects on students' self-esteem and attitude toward school. Due to the significant impact of making the wrong promotion/retention decision, grade retention should be researched from every possible angle. New approaches to curriculum development, school restructuring, and individualized student instruction should become the focus of efforts to improve student success, and "ensure that no child is left behind."
