Sentences with phrase «grade retention research»

Meta - analysis of grade retention research: Implications for practice in the 21st century.

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.

New research from Harvard Graduate School of Education professor Martin West tells a nuanced and evidence - based story about grade retention, finding that — contrary to critics» fears — repeating third grade does not reduce students» chances of completing high school.

Following on the stereotype of the too - tall kid crammed into a too - small desk in the back row, previous research has looked at the potential downsides of grade retention: stigma, peer group mismatch and reduced expectations from teachers.

This review of research clearly demonstrates that early grade retention is one of the most powerful predictors of later school withdrawal.

This article calls attention to the problematic trends in our national data, research on retention and its traumatic effects and how in - grade retention must be addressed as a civil rights issue.

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.

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.

While research has demonstrated the economic and social benefits of high - quality preschool — improved kindergarten readiness, reduced special education and grade retention — salaries for pre-K teachers on average continue to lag behind the average salary for public elementary school teachers.

Research on the effects of grade retention has generally concluded that, at least beyond the early elementary grades, its harms outweigh its purported benefits, in particular, being overage for grade as a results of being held back eats away at students» sense of academic worth.

Research and evidence from the field show community schools help ensure students enter school fully prepared to learn; develop improved work habits, efforts, and attitudes toward learning; improve grades and test scores; bolster retention and graduation rates; and provide society with a strong return on investment.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Multiple research studies show that community schools work, including a recent Child Trends meta - analysis that found that community schools support young people's needs, reduce grade retention and dropout rates, and increase attendance, math achievement, and grade - point averages.15

This research summary reviews the literature on teacher retention and mobility, effective induction practices, and specific implications for beginning teachers being inducted in the middle level grades.

«Given the focus in our state on improving educational outcomes, and with new third grade retention requirements looming next year, this is an issue that merits focused attention,» said Anne Discher, a senior research associate with CFPC.

Research also indicates that participants in high - quality child care and early education programs may also experience lower levels of grade retention and placement in special education classrooms.

Defined as a «tendency to sustain interest in and effort toward very long - term goals,» her research has correlated grit with educational attainment, grade - point average in Ivy League undergrads, retention in West Point cadets, and rank in the US National Spelling Bee.