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Examining The Perceived Effects Of Kindergarten Retention On Students School Performance How Students Fare Three Years Later In The Third Grade
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Book Synopsis Examining the Perceived Effects of Kindergarten Retention on Students' School Performance: How Students Fare Three Years Later in the Third Grade by :
Download or read book Examining the Perceived Effects of Kindergarten Retention on Students' School Performance: How Students Fare Three Years Later in the Third Grade written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a qualitative case study that investigates the practice of kindergarten retention by examining the performance of third grade students who were retained in their kindergarten year for failing to master prescribed grade-level standards. The sample of this study was composed of five third-grade students who had been retained in kindergarten and whose performance in school was still below the third-grade level. Data for this study was collected from four sources: (a) interviews with the five third-grade students, their teachers and their parents, (b) surveys from the parents of the five third-grade students and their teachers, (c) surveys from nine kindergarten teachers and the principal of the selected school, and (d) descriptions of the five third-grade students' neighborhoods, their school, and their classrooms. Case narratives for each of the five third-grade students were developed using the four data sources. This study showed that there were seven factors responsible for kindergarten students' low performance in school: low teacher expectations; subjective teacher observations of student performance; deficient and partial assessments; unfair grouping practices of students; unrealistic curriculum pacing; ineffective and inconsistent interventions; students' poor school-readiness skills. This study also finds that third-grade students continued low school performance could be influenced by factors such as: students' home-structure and after-school routines; parent support for school; students' lack of motivation to perform school tasks; types of interventions implemented at school to assist struggling students; parent work schedule; neighborhoods recreational resources; high-stakes testing. This study makes five recommendations for future research and policy development: (a) identify students with at-risk behaviors early in the school year, (b) design and implement interventions that address students' specific needs, (c) keep parents informed, (d) access o.
Book Synopsis Examining the Perceived Effects of Kindergarten Retention on Students' School Performance by : Julie Khemrajie Jailall
Download or read book Examining the Perceived Effects of Kindergarten Retention on Students' School Performance written by Julie Khemrajie Jailall and published by . This book was released on 2006 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: retention, kindergarten, early childhood, early intervention, third grade, promotion, social promotion.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Elementary School Performance and Adjustment of Children who Enter Kindergarten Late Or Repeat Kindergarten by : Nicholas Zill
Download or read book The Elementary School Performance and Adjustment of Children who Enter Kindergarten Late Or Repeat Kindergarten written by Nicholas Zill and published by . This book was released on 1997 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Can We Move Forward by Holding Back? by : Vince A. Edwards
Download or read book Can We Move Forward by Holding Back? written by Vince A. Edwards and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As of 2021, eighteen states plus the District of Columbia have implemented legislation regarding mandatory test-based grade retention focusing on minimum reading proficiency levels (National Conference of State Legislatures, 2019) with many of those policies targeting the third grade year. While grade retention has been largely viewed negatively in the research conducted prior to NCLB, some studies of the academic effects of other city- or state-wide test-based retention policies in recent years have found that there can be positive outcomes. Indiana is one of the states with a retention policy tied to IREAD-3, a reading test in Grade 3, but up to now, the effectiveness of this policy has not been studied thoroughly. The decision to retain a student in grade is complex and critical with a variety of factors to understand as well as meaningful and far-reaching consequences to consider. This study focuses on the academic effects of test-based retention on students in the 2012 Grade 3 cohort in Indiana and follows them through Grade 8 using ISTEP+ results. A comprehensive, statewide dataset is analyzed using descriptive and inferential statistical approaches, culminating with longitudinal multilevel modeling to control for many student-level factors as well as their school districts. Consistent with some of the similar studies conducted in other cities and states, this study finds that retention has a positive effect on academic performance in a same-grade comparison in both English / Language Arts and Mathematics. These findings support the idea that grade retention could be considered a viable intervention policy; however, it is important to consider the ancillary supports and efforts that often accompany retention policies and view the positive gains as an aggregate of these efforts. Considered as a part of the existing body of research on grade retention, there is still much to be understood about most appropriate uses of the practice of grade retention.
Download or read book Kindergarten Entrance Age written by and published by . This book was released on 2015 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the issue of whether or not kindergarten entrance age makes a difference in school success. Some parents delay their child's kindergarten entrance. Students whose kindergarten entrance was delayed are one year or more older than peers in the same classroom, which may give them an advantage (through advanced development) or a disadvantage (through delayed exposure to academics). This study fills a gap in the current literature because it used a longitudinal design and examined the difference in scores over time with the consideration over potential covariates. The specific research questions were: Are there academic advantages in delaying a child's kindergarten entrance as evidenced by academic assessments in third grade, fifth grade, and eighth grade after taking potential covariates into account? Secondly, do students whose kindergarten entrance was delayed, exhibit different behaviors in kindergarten after controlling for potential covariates? This study used the Early Childhood Longitudinal Study (ECLS), Kindergarten (K) Class of 1998-1999 dataset to answer the research questions. The ECLS-K is a large-scale and longitudinal dataset providing nationally representative and generalizable data from approximately 16,000 kindergarten students. Analysis of covariance was used to answer the two research questions. The data analysis to answer the first research question examined the change over time in reading, mathematics, and general knowledge assessments administered in grades kindergarten, first, third, fifth, and eighth. The second research question examined change over time in problematic behaviors as reported by the teacher. The results of this study determined that children whose kindergarten entrance was delayed had an initial advantage in kindergarten in reading, mathematics, general knowledge, and they had fewer problematic behaviors. However, the younger students had a significantly steeper slope of learning. The consideration of covariates did not affect the results. The findings of this study have implications regarding delaying a child's kindergarten entrance, policy decisions, teachers' delivery of instruction, and curricular expectations in early childhood classrooms.
Book Synopsis The Implementation of a Promotion/retention Policy to Effect Change in Student Achievement in Third Grade Reading/language Arts by : Donna N. Shea
Download or read book The Implementation of a Promotion/retention Policy to Effect Change in Student Achievement in Third Grade Reading/language Arts written by Donna N. Shea and published by . This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades there has been an ongoing push to increase student achievement through large-scale policy reform and yet far too many students in the United States still perform below proficiency levels with achievement gaps according to race and socio-economic status. Choctaw County School District (CCSD) was no different, as low performance, especially in reading/language arts, and achievement gaps according to race and SES were present. To address these issues, CCSD implemented a K-2 promotion/retention policy in 2008 to improve student achievement. The primary purpose of the study was to investigate how a school district’s implementation of a K-2 policy for promotion and retention with specific strategies may have influenced academic achievement in the area of reading/language arts. A mixed method research design was used to conduct the study. A narrative approach was used to provide a response to the first research question. A 1-way analysis of variance (ANOVA) with a Sheffe’ post-hoc test was used as the primary means of analysis for the second research question to determine if there were statistically significant differences in the Grade Three Reading/Language Arts MCT2 scores according to the length of time under the policy. A 2-way ANOVA was used as the primary means of analysis for the 3rd-5th research questions to determine whether there were interaction effects between length of time under the policy and gender, race, and/or SES. Analysis of the results from the first research question revealed themes that emerged from studying the leadership change process of the development and implementation of the K-2 promotion retention policy. The emergent themes were aligned to the steps of Kotter’s Change Theory. Statistically significant differences were found between Grade Three Reading/Language Arts MCT2 scores between no time under the implementation of the policy and three years and between 1 year and 3 years under implementation of the policy. Statistically significant differences were found for the main effect of time under policy, gender, race, and SES. However, no statistically significant differences were found for interactions of length of time under the policy and gender, race, or SES.
Book Synopsis The Impact of Full-day Vs. Half-day Preschool on Student Performance on the NJASK-3 by : Shannon M. Whalen
Download or read book The Impact of Full-day Vs. Half-day Preschool on Student Performance on the NJASK-3 written by Shannon M. Whalen and published by . This book was released on 2008 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the literacy performance trends on the New Jersey Assessment of Skills and Knowledge (NJASK) of third grade students who had attended half day or full day preschool programs in New Jersey. This study also explored teacher perceptions of students' classroom literacy performance in third grade. The archival data revealed that students who attended a half day preschool program had higher NJASK-3 literacy scores than students who attended a full day preschool program. Further, teacher interview reports on these students' reading and writing comprehension abilities in third grade were obtained to examine whether students maintained the academic advantages found in kindergarten as they moved through school and were then assessed in third grade. The data indicated that half day preschool attendees were perceived as performing at or above grade level in third grade classroom literacy activities more often than full day preschool attendees. It was also discovered that teachers perceived these third grade students who attended a half day preschool as displaying higher interest in classroom reading and writing activities than students who attended a full day preschool program.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Kindergarten Entrance Age and Gender on Students' Performance on the Ohio Third Grade Reading Achievement Assessment by : Deborah Piotrowski
Download or read book The Effects of Kindergarten Entrance Age and Gender on Students' Performance on the Ohio Third Grade Reading Achievement Assessment written by Deborah Piotrowski and published by . This book was released on 2010 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates whether gender and kindergarten entrance age affect students' achievement on the Ohio Third Grade Reading Achievement Assessment. More specifically, this study investigates whether kindergarten children with late birthdays (after July 1) and who reside in northwest Ohio score lower on the literacy component of the Ohio Third Grade Reading Achievement Assessment than their older peers with birthdays prior to July 1. The sample for this study is composed of 2,296 third-grade students who attended schools within 10 different school districts in rural northwest Ohio over a three-year period (2007, 2008, and 2009). The sample data consisted of total reading scores, birth dates and gender of the students in the sample. Analysis of the data was conducted using two statistical models: simple linear regression analysis, a series of two-sample t-tests, and a General Linear Model. Overall, the results of the regression analyses indicated a slight negative correlation (not statistically significant) between the age at kindergarten entrance and reading achievement scores, suggesting that the reading iv achievement scores for both boys and girls decreases as their age at kindergarten increases. Based on the t-test results, it can be concluded that there is no significant difference in the scores between boys with birthdays after July 1 and girls with birthdays after July 1 on the Ohio Third Grade Reading Achievement Assessment. The General Linear Model analysis indicated there were significant differences between the participating districts.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Affective Consequences of Grade Retention by :
Download or read book The Affective Consequences of Grade Retention written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate students' perceptions of the affective consequences of grade retention and to uncover possible social and academic effects of grade retention on students' subsequent elementary school experience. The participants were kindergarten through eighth grade students from a county in a rural area in Northeast Tennessee who had been retained for at least one year. A total of 36 students participated in the study, along with principals, school counselors, and teachers from each of the nine schools involved in the study. Information was collected through semi-structured qualitative interviews and the data were analyzed inductively using constant comparative analysis procedures. As a result of the analysis of student interview data, 10 areas of influence emerged related to students' perceptions of the retention process. This evidence was further substantiated through extended conversations with principals, school counselors and teachers. The areas of influence were categorized into six thematic areas: Theme 1: Conditions of Acceptance; Theme 2: Importance of Timing in the Decision to Retain; Theme 3: Negative Consequences of Retention for Older Children; Theme 4: Lack of Preparation for the Retention; Theme 5: Inadequacy of Support Services After the Retention; Theme 6: Far-reaching Effects of Retention. Based on the findings, the investigator reached the following conclusions: (1) Regardless of their initial reaction to the retention decision, most students eventually accepted the decision. Parental involvement and support was wanted and needed. (2) Retention appeared to be an appropriate intervention for students whose problems stemmed from being chronologically and/or developmentally behind their classmates. (3) Retention appeared to be least appropriate for students who were dealing with behavior problems, learning disabilities, or other problems in their lives. (4) School personnel rarely prepared the child for the retention decision and rarely provided services to make sure the repeated year was successful. (5) Retained students socialized well with other students, but the retention process had negative effects on students' self-esteem and attitude toward school. Due to the significant impact of making the wrong promotion/retention decision, grade retention should be researched from every possible angle. New approaches to curriculum development, school restructuring, and individualized student instruction should become the focus of efforts to improve student success, and "ensure that no child is left behind."
Book Synopsis Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade by : Patty S. Coté
Download or read book Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade written by Patty S. Coté and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Author :Committee on Appropriate Test Use Publisher :National Academies Press ISBN 13 :0309524954 Total Pages :351 pages Book Rating :4.3/5 (95 download)
Book Synopsis High Stakes by : Committee on Appropriate Test Use
Download or read book High Stakes written by Committee on Appropriate Test Use and published by National Academies Press. This book was released on 1998-12-30 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used--and misused--in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should--and should not--use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.
Book Synopsis The Effects of Early Grade Retention on Student Outcomes Over Time by : Guido Schwerdt
Download or read book The Effects of Early Grade Retention on Student Outcomes Over Time written by Guido Schwerdt and published by . This book was released on 2012 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of retention on student outcomes over time. Regression discontinuity estimates indicate large short-term gains in achievement among retained students and a sharp reduction in the probability of retention in subsequent years. The achievement gains from retention fade out gradually over time, however, and are statistically insignificant after six years. Despite this fade out, our results suggest that previous evidence that early retention leads to adverse academic outcomes is misleading due to unobserved differences between retained and promoted students. They also imply that the educational and opportunity costs associated with retaining a student in the early grades are substantially less than a full year of per pupil spending and foregone earnings. (Contains 10 figures, 11 tables, and 19 footnotes.).
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Preschool Education on Students' Kindergarten Readiness and Subsequent Kindergarten Performance by : Kelsey Musselman Carroll
Download or read book The Impact of Preschool Education on Students' Kindergarten Readiness and Subsequent Kindergarten Performance written by Kelsey Musselman Carroll and published by . This book was released on 2012 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of preschool education on students' kindergarten readiness and subsequent kindergarten performance in a low socioeconomic primary school. There are several factors that influence a child's readiness for school, including the children's natural talents and abilities, their families, their early environments, their schools, and their communities. -- The setting for this research was a primary school located within a small, urban school district in the piedmont area of North Carolina. For the purpose of this study, all kindergarten students were placed into three subgroups: kindergarten students who attended the prekindergarten program at the primary school, kindergarten students who attended an outside prekindergarten program in the surrounding community, and kindergarten students who have no record of prekindergarten attendance. -- The study's methodology included assessing all kindergarten students prior to the start of the school year using the fourth edition of the Developmental Indicators for the Assessment of Learning (DIAL-4) kindergarten readiness screening assessment, and then comparing these scores to a) whether or not the student attended a prekindergarten program prior to starting school; and b) student achievement data recorded at three benchmark checkpoints (3, 5, and 7 months) throughout the kindergarten school year. Data on teacher perceptions of the effect of preschool on kindergarten readiness and student achievement were also collected and analyzed. -- When looking at kindergarten readiness, results suggest that children who attended a prekindergarten program prior to starting school scored significantly higher on the DIAL-4 readiness screening assessment than their peers who did not attend prekindergarten. In further analyzing the data, students who attended a prekindergarten program in the surrounding community scored significantly higher on the DIAL-4 readiness screening assessment than students who either attended the district prekindergarten program or did not attend prekindergarten. -- When looking at subsequent kindergarten performance, students who were originally identified as being ready for school did not, after 7 months of classroom instruction, score significantly higher in literacy, math or social development than their peers who were originally identified as being delayed. Additionally, students who attended a prekindergarten program prior to starting school did score significantly higher in math proficiency than their peers who did not attend prekindergarten, but there were no significant differences between the two groups for either literacy or social development.
