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A Comparison Of The Effect Of A Transitional Classroom And Retention At Grade Level On Student Academic Achievement
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Book Synopsis A Comparison of the Effect of a Transitional Classroom and Retention at Grade Level on Student Academic Achievement by : Melinda Ellen McCuan
Download or read book A Comparison of the Effect of a Transitional Classroom and Retention at Grade Level on Student Academic Achievement written by Melinda Ellen McCuan and published by . This book was released on 1988 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Flunking Grades by : Lorrie A. Shepard
Download or read book Flunking Grades written by Lorrie A. Shepard and published by . This book was released on 1989 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges the efficacy of the policy of American schools of holding children back in grade for a year, and presents evidence that the policy is damaging to those retained, especially to lower classes and minority groups, often causing them to drop out of school altogether.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Elementary and Middle School Grade Span and Transition on Student Achievement and Graduation by : Jeana Conley
Download or read book The Effect of Elementary and Middle School Grade Span and Transition on Student Achievement and Graduation written by Jeana Conley and published by . This book was released on 2016 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social factors surrounding critical transition periods, school and class size, and grade configuration at the elementary level greatly impact current and future student performance. The expectation is that all of these factors are standard among schools, but in reality, every school is different; therefore, the potential for inconsistent quality of learning exists. This causal-comparative study explored the difference etween school size, grade span configuration, and transitions associated with a district’s seven elementary feeder schools in a small county in rural Western North Carolina. Differences in student performance, in both reading and math, at the elementary, middle, and high school level, as well as graduation rates, were examined for ties to the identified feeder school. The elements of teacher quality, teacher turnover, and principal turnover were explored as potential variables in student performance. An ex-post facto statistical analysis utilizing t-tests provided an exploration of feeder school characteristics and which feeder schools are more likely to produce successful academic achievement and graduation from high school. The data analysis revealed no statistically significant difference among students who experienced fewer transitions in their school career in regard to reading performance. However, the students who attended a Pre-K through grade eight school had higher mean scores in math than the students who attended a Pre-K through grade five school. Although no statistically significant difference was found between the school configuration and successful graduation, it was noted that students who did not attend any elementary school in the district had a much higher dropout rate.
Book Synopsis The Effect of Grade-level Retention on Student Success as Defined by the Student Success Initiative of Texas by : Barbara Lynn Christenson
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.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1995 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Annual Review of Comparative and International Education 2017 by : Alexander W. Wiseman
Download or read book Annual Review of Comparative and International Education 2017 written by Alexander W. Wiseman and published by Emerald Group Publishing. This book was released on 2018-02-03 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume surveys the field of comparative and international education (CIE) from several globally-representative perspectives, providing expert analyses on a range of recent trends and important concerns in the CIE community worldwide.
Book Synopsis A Comparison of Achievement of Third Grade Students, Retained, Promoted Or Experiencing Transition Class by : Irene O. Patterson
Download or read book A Comparison of Achievement of Third Grade Students, Retained, Promoted Or Experiencing Transition Class written by Irene O. Patterson and published by . This book was released on 1988 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Grade Retention by : Mary Monique Rotert
Download or read book Grade Retention written by Mary Monique Rotert and published by . This book was released on 1990 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Evaluation of a Transition Grade One Program by : Candace France Raskin
Download or read book An Evaluation of a Transition Grade One Program written by Candace France Raskin and published by . This book was released on 2003 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis No Quick Fix, The RTI Edition by : Richard L. Allington
Download or read book No Quick Fix, The RTI Edition written by Richard L. Allington and published by Teachers College Press. This book was released on 2007-11-10 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: This classic text introduced the framework for the current Response to Intervention (RTI) initiative. Now that federal education policy has caught up with the research and reform models first presented here over a decade ago, this special edition of No Quick Fix is of critical importance to today’s teachers, principals, administrators, policymakers, and everyone interested in creating schools where all students learn to read. Outlining the key factors essential for effective reform of early literacy programs, this groundbreaking resource presents: A framework for the comprehensive redesign of early reading instruction and early intervention services. Proven national models of early intervention, including Reading Recovery, along with their impacts on reducing referrals for special education services. A unified intervention delivery model that calls for an end to fragmented special services. A more cost-effective means of intervention that meets the needs of instructionally needy children.
Book Synopsis Impact of Elementary Grade Level Retention Upon Academic Achievement, Self-concept, and Classroom Behavior by : Susan Van Zant
Download or read book Impact of Elementary Grade Level Retention Upon Academic Achievement, Self-concept, and Classroom Behavior written by Susan Van Zant and published by . This book was released on 1982 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on Schools, Schooling and Human Development by : Judith L. Meece
Download or read book Handbook of Research on Schools, Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 1293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Book Synopsis An Investigation Into the Impact of Grade Retention and Grade Placement as Interventions in a Large Suburban School District in Texas by : Imelda Medrano
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.
Book Synopsis Comprehensive Dissertation Index, 1861-1972: Education by : Xerox University Microfilms
Download or read book Comprehensive Dissertation Index, 1861-1972: Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt:
