Sentences with phrase «retaining children in grade»

Position Statement on Student Grade Retention and Social Promotion (National Association of School Psychologists) «Through many years of research, the practice of retaining children in grade has been shown to be ineffective in meeting the needs of children who are academically delayed.»

Position Statement on Student Grade Retention and Social Promotion (National Association of School Psychologists) «Through many years of research, the practice of retaining children in grade has been shown to be ineffective in meeting the needs of children who are academically delayed.»

Not exact matches

HFA shows impacts on academic success, with fewer children retained in first grade or receiving special education services.

In counties that received an average Smart Start funding allocation, a child's chance of being retained by fifth grade declined by 13 percent.

Roughly 10 percent of children in the United States are retained at least once between kindergarten and eighth grade, West writes.

Statistically, older children are less likely to be retained in a grade or to be diagnosed with learning disabilities such as ADHD.

The number of children being retained in kindergarten through second grade began to increase in 1996 and has continued to do so.

An increasing proportion of elementary children were retained or identified as handicapped in grades K - 2, the grades that preceded the grade - 3, high - stakes reading assessment.

As Dr. Haertel points out, contrasts between age - based and grade - based gaps and trends can be useful because children are starting school at a later chronological age and students of various racial and ethnic groups are retained in grade at different rates.

Recognizing that some children will need intensive support beyond first grade, Book Buddies has served a small number of retained first graders and second graders who are behind in reading.

«That's what is needed because we can then use — and we did use — statistical procedures to match the children and thereby remove the differences that exist between children who are subsequently promoted or retained on the variables we assessed in first grade,» she said.

Research finds that if young children are chronically absent for more than one year, they are less likely to read proficiently by the end of third grade, and more likely to be retained in elementary school.

(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.

Removing a child from an early learning environment deprives them of these experiences, and children who are removed from school in the early grades are more likely to be retained, removed in the higher grades, have trouble academically, drop out of school, and have contact with the juvenile justice system.

Initial results from first grade do not show differences in academic skills, but children who participated in preschool were less likely to be retained in kindergarten.

HFA shows impacts on academic success, with fewer children retained in first grade or receiving special education services.