Sentences with phrase «grade retention policies»

The study included a caveat: «Given the expense of grade retention and the emotional toil retention exacts on students, a finding of «no significant difference» for retention on achievement calls into question the educational benefits of grade retention policies.»

In yet another recent report of a large national study of 400 Chapter 1 schools, researchers found that higher levels of poverty, greater application of grade retention policies, and higher levels of student disciplinary actions were related to lower student achievement (Puma et al., 1997).

That, Klein aides argue, will show that major reforms in lower grades, like the citywide curriculum and the 3rd - and 5th - grade retention policies, will have combined with reforms to middle schools and high schools to produce their desired effects.

We investigate this possibility in the context of the early grade retention policy in Florida, which requires all students with reading skills below grade level to be retained in the third grade, yet grants exemptions under special circumstances.

Not exact matches

North Carolina's investment in early child care and education programs resulted in higher test scores, less grade retention and fewer special education placements through fifth grade, research from the Duke Center for Child and Family Policy finds.

At the same time that thousands of school districts nationwide are beginning to implement the Common Core State Standards in English / language arts, many also face new state reading policies for the early grades that call for the identification of struggling readers, require interventions to help them, and, in some instances, mandate the retention of 3rd graders who lack adequate reading skills.

The results do suggest, however, that the aggregate test scores on the 4th - grade NAEP could well be inflated by the retention policy.

Because the state has not yet identified students for retention, the test scores of students the first time they are in the 3rd grade are not affected by any change in the student cohort resulting from the retention policy.

Our fundamental findings from an analysis of the 3rd - and 4th - grade data for these two years indicate that the performance of students identified for retention, regardless of whether they were retained or exempted and promoted, exceeded the performance of low - performing students from the previous year who were not subject to the retention policy; and students who were actually retained made the larger relative gains.

The first class affected by the retention policy entered the 4th grade during the 2004 school year, and thus the first NAEP score that could have been influenced by the exclusion of low - performing students from the 4th - grade NAEP sample was the spring 2005 administration.

The best way to answer the question is to look at changes in student test - score performance among those in 3rd grade for the first time, as their test scores are unaffected by the retention policy.

If the gains observed for 4th graders were a function of differences in the type of students entering that grade due to the retention policy, then the performance of those entering 3rd grade should look essentially the same after 2002 as it did before the retention policy was put into place.

Working with HGSE students, she has developed case studies focusing on particular dilemmas of justice in schools and school districts like ethics of grade inflation, eighth - grade promotion and retention policies, lottery - based school assignment, disciplining socially fragile children, and teacher firings.

«Experiencing two retentions by third grade means that these students, by definition, will be unable to graduate from eighth grade because they will turn 15 in the seventh grade and will have to go to Transition Centers [per Chicago policy],» the report stated.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

A report on third - grade literacy policies by the Education Commission of the States (ECS), published in March 2012, outlined what can go wrong with strict retention policies:

In the first several years of the policy, the CPS retained 20 percent of eligible 3rd graders and approximately 10 percent of 6th - and 8th - grade students — compared with an almost negligible retention rate before the ending of social promotion.

«My study is an argument about how a very expensive policy, grade retention, may actually undermine our shared goals of ensuring even child gets a quality education,» she replied.

The organization works with ALEC to write and promote education reform policies such as school grades, mandatory grad retention, high stakes testing, unmitigated charter growth, corporate tax scholarships, competency based education, personal learning accounts, virtual learning, tying student test scores to teacher evaluations, weakening teachers unions and attacking the constitutional authority of school boards.

This policy brief presents an in - depth look at the issue of in - grade retention (particularly in Texas), reviews research that finds this practice to be ineffective, and outlines alternatives to both retention and social promotion.

The confluence of two policy mandates: Core reading programs and third - grade retention in Florida.

He pointed to a 2009 study by Education Evaluation and Policy Analysis that looked at 22 studies on grade retention and found that well - designed research suggests that holding students back has no effect on student achievement.

But despite promises and new policies meant to hold more students back until they've mastered grade - level material, a University of Minnesota study currently under peer review found that student retention is actually on the decline.

What doesn't work: Explaining policies of retention in the early grades.

Over the years, PAA has opposed school policies and practices such as grade retention, high - stakes standardized testing

Over the years, PAA has opposed school policies and practices such as grade retention, high - stakes standardized testing, and mass school closings.

Eighth grade scores are better indicators of achievement than are fourth grade scores due to differences in states» retention policies.