Sentences with phrase «to end social promotion»

But consider this: It takes 5 years for the effects of ending social promotion in 3rd grade to show up in 8th grade.

The study found that ending social promotion helped low - performing students make modest improvements in reading and substantial improvements in math.

«This dual intent for ending the social promotion policy is frequently ignored by its opponents and is rarely considered in evaluating the effectiveness of the policy,» Hess writes in School Reform in Chicago (2004).

After a similar policy of ending social promotion in third grade was embraced by Joel Klein in New York City, Paul Peterson wrote about its impact on reading scores.

Four years later in 2013, a RAND study looking at New York City's experiment with ending social promotion came to a similar conclusion — retention isn't harmful.

In a 2014 report, called «Opportunity Mississippi,» the governor wrote, «My «Third Grade Gate» literacy measure... will improve literacy achievement by ending social promotion of third grade students who are not reading on grade level... As this policy is fully implemented, we will gain a better understanding of how many children are struggling with literacy, and we will in turn be able to prove the need for additional resources.»

Large urban districts, like New York City and Chicago, have also experimented with ending social promotion.

At first glance our findings seem inconsistent with evaluations of Chicago's program ending social promotion, to our knowledge the only similarly designed retention policy to be evaluated using comparable methods.

The President's budget contains support for urban and rural school districts undertaking tough reforms including ending social promotion and fixing failing schools.

«During Vallas» time, there was a strong push on ending social promotion, using standardized tests.

He underscores the valiant efforts of the Chicago school district, which ended social promotion but supported students by making summer school mandatory for those who were not achieving at expected levels.

In some ways, ending social promotion seems to be working, according to the Consortium on Chicago School Research.

In the past, critic Diane Ravitch said New York City's decision to end social promotion created a false impression that 4th graders were making gains when, in fact, the low performers were simply being held back.

Teachers reported that ending social promotion made them more sensitive to their students» needs and influenced instruction in positive ways.

The majority of CPS teachers and principals reported that they believed the policy of ending social promotion positively influenced their behavior and their school's instructional efforts (see Figure 2 and Figure 3).

Perhaps the most controversial effort to instill a sense of order in the system was Bloomberg's plan to end social promotion in 3rd (and then later 5th) grade.

• Seventeen states have policies for ending social promotion.

To determine the impact of ending social promotion for 3rd graders in Florida, we compared low - scoring 3rd graders in 2002, the first students to be subject to the program, with low - scoring 3rd graders from the previous year.

As policy makers look for ways to fix the nation's failing schools, many eyes are focused on Chicago's four - year - old effort to end social promotion.

# Retention rates: The results of high - stakes tests are increasingly being aimed at «ending social promotion.»

Regarding your two stories about Chicago's ending of social promotion («Retaining Retention» and «Teachers and Students Speak,» Features, Winter 2005), it should be noted that one of the most important policy decisions that Chicago mayor Richard M. Daley made when he took control of the public schools in 1995 was to end social promotions.

Alfred Hess writes that ending social promotion may have been «neither as destructive as some opponents predicted nor as miraculous as Vallas and others hoped.»

Did it mean that ending social promotion was working or that the strict retention policies that were the program's hallmark in 1996 had been abandoned?

But Chicago's program may be the nation's largest sustained effort by a major school district to end social promotion.

The studies suggested, with seeming definitiveness, that ending social promotion was ineffective, at best, and possibly destructive.

In the case of Florida's program to end social promotion, for example, we can compare students who were subject to the threat of retention with students who would have been had they been born a year later.

Finally, while our study provides valuable information about the effectiveness of Florida's policy to end social promotion, it does not offer a full catalog of the policy's benefits or of its potential costs.

Our findings from Florida suggest that the use of standardized testing policies to end social promotion can help low - performing students make modest improvements in reading and substantial improvements in math.

The AFT supports Louisiana's policy to end social promotion.

You can read a summary of what he accomplished in Florida here; examples include instituting an A — F school grading system, ending social promotion, rewarding school success with both more funds and more flexibility, and creating a tax credit scholarship program.

Applying that methodology to the situation at hand, the impact of ending social promotion comes to 6 points, as the 3 - point decline in 8th grade in the years just before the class of 2004 arrived in 8th grade was reversed by ending social promotion, after which NYC's 8th graders posted a 3 - point increase between 2007 and 2009.

First, Clinton states that schools must end social promotion.

An independent research consortium studying the Chicago decision to end social promotion, which was aimed at helping students not working at grade level, reports a mixed bag of news.

Faced with a mandate to end social promotion, school officials in St. Paul, Minnesota, realized that they needed to help motivated students in key grades avoid retention.

As policy makers look for ways to fix the nation's ailing schools, many eyes focus on Chicago's four - year - old effort to end social promotion.

In 2005, Alexander Russo wrote about how Chicago preserved its controversial program to end social promotion in «Retaining Retention.»

In 2006, Ed Next published a study by Marcus Winters and Jay Greene, «Getting Ahead by Staying Behind,» that reviewed the efforts of several states and school districts to end social promotion and analyzed the impact of Florida's policy of requiring low - performing students to repeat a grade.

Despite mixed reviews from many educators — and some researchers — Chicago's policy to end social promotion has turned out to be a popular program.

Our results suggest that despite some reservations, cautions, and concerns, the majority of teachers and principals supported and endorsed the general education goals of the policy ending social promotion.

Indeed, some have suggested that ending social promotion in Chicago simply transferred responsibility for poor student performance to the students, parents, and after school and summer programs, in effect removing the burden from teachers (see Figure 1).

Efforts to end social promotion are on the legislative agenda in at least four states, reports Stephanie Banchero in the Wall Street Journal.

In 2005, Alexander Russo wrote for Education Next about the impact of Chicago's decision to end social promotion.

So NYC's 11 point gain since 2002, with 4 points of that gain coming in the past two years, gives little credence to those who criticized the city's decision to end social promotion.

The CCSR began its comprehensive biannual survey of Chicago schools two years before the policy to end social promotion was introduced, polling all CPS teachers, principals, and students in 6th, 8th, and 10th grades about a range of education - related topics, including time spent on test - preparation activities, the content of reading and mathematics instruction, and students» experiences in the classroom.

When Joel Klein became the chancellor of the New York City schools, one of his first actions, back in 2004, was to end social promotion in third grade.

Since 1999 the CCSR has published several studies of Chicago's attempt to end social promotion that help to provide an extensive, empirical, and longitudinal look at the impact of the high - stakes testing policies on the Chicago school system.

Two big cities, Chicago and New York City, undertook ambitious experiments in ending social promotion.

Indeed, Walcott has been an instrumental in shaping the administration's education policy (expanding charter schools, ending social promotion, etc.).

You may have read this powerful story by one of the first students to be affected by Vallas's «ending social promotion» fiasco; we've had it posted for a while under the Take Action menu on our home page.