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Author: Barbara Lynn Christenson Publisher: ISBN: Category : Languages : en Pages : 246
Book Description
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.
Author: Barbara Lynn Christenson Publisher: ISBN: Category : Languages : en Pages : 246
Book Description
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.
Author: Karl L. Alexander Publisher: Cambridge University Press ISBN: 9780521793971 Category : Education Languages : en Pages : 332
Book Description
This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upward of half the students may repeat a grade. On the Success of Failure addresses whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. In addition to evaluating the consequences of retention, the book describes the cohort s dispersion along many different educational pathways from first grade through middle school, the articulation of retention with other forms of educational tracking (like reading group placements in the early primary grades and course-level assignments in middle school), and repeaters academic and school adjustment problems before they were held back.
Author: Black, Ruth Claire Publisher: IGI Global ISBN: 1522559493 Category : Education Languages : en Pages : 230
Book Description
Online degree programs have long faced the issue of retention and engagement from their students. Proper support and guidance for students can encourage continuation in these programs, and can help lead to student success. Coaching for Student Retention and Success at the Postsecondary Level: Emerging Research and Opportunities is a pivotal reference source that provides vital research on the application of student support systems as a promising intervention for post-secondary retention and student success. While highlighting topics such as student assessment, online programs, and professional identity, this publication explores support strategies that boost retention, as well as the methods of using support and guidance to promote student success. This book is ideally designed for educational professionals, educational organizations, educational administrators, universities, and academics seeking current research on the effects of guidance on student retention rates and success.
Author: Imelda Medrano Publisher: ISBN: Category : Educational leadership Languages : en Pages :
Book Description
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.
Author: Luginda Batten-Walker Publisher: ISBN: Category : Languages : en Pages : 173
Book Description
The purpose of this action research, mixed method study was to examine to what extent if any, grade retention impacts students academic success at Stallion High School. Grade retention and social promotion have been compared throughout educational history. When social promotion was called to an end, grade retention was used in its place. Although the negative implications of grade retention were identified dating back to the 1930s, it is still a widely utilized intervention strategy today. Stallion High School has experienced an increase of grade retention amongst its ninth grade population. In an effort to combat this growing phenomenon, I sought to investigate the effectiveness of grade retention as an intervention strategy using the following research questions: 1. To what extent does grade retention impact future academic success? 2. What factors do students perceive as having hindered their ability to successfully complete the ninth grade? 3. What steps if any need to be addressed in order to reduce the occurrence of grade retention? Data was collected using student and faculty on-line surveys, administrator/supervisor interview and archival data. The findings revealed that grade retention had a negative impact on students future academic success. Students and faculty alike identified the three main causes of grade retention at SHS. They identified: grades and/or grading policy, attendance and/or attendance policy and study habits. Although faculty members and students identified grade retention as a problem at SHS, administrators/supervisors believed the contrary. Administrators/supervisors do not believe that grade retention is a problem at SHS and students in fact have all resources needed to succeed at SHS. The contradiction in these beliefs draws attention to the fact that administrators/supervisors work in a departmental fashion and are not aware of the growing retention rates. Faculty members and students provide suggestions to address the negative impact of grade retention. Alternatives to grade retention as an intervention strategy are also provided.
Author: Raymond V. Padilla Publisher: ISBN: 9781003447191 Category : Children with social disabilities Languages : en Pages : 0
Book Description
This book focuses on one of the key questions in education: What determines a student0́9s success?Based on twenty years of work on student success, Ray Padilla here presents two related models he has developed that both provide a framework for understanding success and indicate how it can be enhanced and replicated. The research and theory that inform his models are covered in detail.He defines student success simply as progress through a program of study, such that the student and others expect him or her to complete it and be promoted to the next level or graduate. Rather than focusing on the reasons for failure or drop out, his approach focuses on understanding the factors that account for student success and that enable many students, some of them under the most challenging circumstances, to complete all program requirements and graduate. The models provide schools and colleges with an analytical tool to uncover the reasons for student success so that they can develop strategies and practices that will enable more students to emulate their successful peers. They address the characteristics of the students0́4such as motivation and engagement, the ability to surmount barriers, and persistence0́4and similarly surface the characteristics of teachers, the educational institution, its resources, and the contexts in which they interact. The process provides administrators with a clear and appropriate strategy for action at the level of each individual unit or subpopulation. Recognizing the need to develop general models of student success that also can be applied locally to specific situations and contexts, the book presents Padilla0́9s Expertise Model of Student Success (EMSS) that can be applied to general populations, as well as the Local Student Success Model (LSSM) that can be used to drive local institutional strategies to improve student success.The book demonstrates how the models have been applied in settings as diverse as a minority high school, a community college, and an Hispanic Serving Institution, and for such purposes as comparing a high-performing and a non high-performing elementary school. Contributors:* Kimberly S. Barker is an assistant professor at Texas A&M University-Kingsville, System Center San Antonio. She is currently working in the College of Education, Department of Curriculum and Instruction.* Mary J. Miller is the Instructional Compliance Director for the Edgewood Independent School District in San Antonio, Texas. Prior to this appointment, she served as an elementary school principal for ten years.* George E. Norton is the Assistant Vice President of Student Affairs for Admissions, Orientation & Transition Services at The University of Texas at San Antonio.* Ralph Mario Wirth is an administrator and director of educational planning at The San Antonio School for Inquiry and Creativity, as well as lead researcher for the Democratic Schools Research Institute, Inc.
Author: Lisa Lynne Sigafoos Publisher: ISBN: Category : Languages : en Pages : 128
Book Description
Policies are increasing the pressure for students to gain grade-level mastery. For example, federal legislation mandates that all children are able to read by third grade. This increased demand on teachers and schools has lead to more students being retained, especially in the early grades. Researchers have studied the effectiveness of retention, in the early elementary grades, in order to establish the immediate and later effects on academics, behavior development, and special education participation. Through an extensive search and analysis it was determined that retention has a largely negligible impact on student performance and has been unsuccessful in closing the achievement gap. Implications, limitations, and future research are discussed.
Author: Jenifer Kirby Anderson Publisher: ISBN: Category : Academic achievement Languages : en Pages :
Book Description
High-stakes testing has been the dominant method for holding schools accountable since the implementation of No Child Left Behind (NCLB) in 2002. The Every Student Succeeds Act, enacted in 2015, continues to build on accountability policies created by NCLB to ensure that all students receive a quality education. This sustained focus on accountability makes it evident that states will continue to implement high-stakes accountability measures to ensure that every effort is being made to improve student achievement. This study examined the Student Success Initiative (SSI), a Texas high-stakes accountability measure that required students to go through accelerated instruction after failing to meet passing standards on the State of Texas Assessments of Academic Readiness (STAAR). The purpose of this study was to examine two models of accelerated instruction provided in a summer school program through SSI to determine which model had the greatest impact on student achievement. This study utilized the explanatory sequential mixed methods design to examine the implementation models of accelerated instruction and each model's impact on student achievement. Quantitative data collected consisted of scores from the second and third administrations of the Grade 8 STAAR reading exam from students who participated in accelerated instruction in the summer school program. Qualitative data was collected through face-to-face interviews with teachers who had taught accelerated instruction in the summer school program. Hierarchical multiple regression analysis determined that the amount of time a student spent in accelerated instruction and Limited English Proficient status (LEP) significantly predicted students' ability to achieve academic growth on the third administration of the Grade 8 STAAR reading exam. In other words, the more time a student spent in accelerated instruction equated to more growth on the third administration of the Grade 8 STAAR reading exam and LEP students scored 15 points lower than their non-LEP peers. During the interviews, these findings were shared with teachers to gain a deeper understanding of the impact accelerated instruction had on students during the summer school program. Teachers shared the benefits of the accelerated instruction curriculum and identified student struggles.
Author: Robert J. Sternberg Publisher: IAP ISBN: 160752516X Category : Education Languages : en Pages : 271
Book Description
The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Author: Barbara Lynn Christenson
Author: Barbara Lynn Christenson
Author: Karl L. Alexander
Author: Black, Ruth Claire
Author: Imelda Medrano
Author: Luginda Batten-Walker
Author: Raymond V. Padilla
Author: Lisa Lynne Sigafoos
Author: Jenifer Kirby Anderson
Author: 
Author: Robert J. Sternberg