Reframing Retention: New Evidence from within the Elementary School Classroom on Post-Retention Performance

Autor/in	Gottfried, Michael A.
Titel	Reframing Retention: New Evidence from within the Elementary School Classroom on Post-Retention Performance
Quelle	In: Elementary School Journal, 113 (2012) 2, S.192-214 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Grade Repetition; School Holding Power; Evidence; Testing; Elementary School Students; Standardized Tests; Urban Youth; Grouping (Instructional Purposes); School Districts; Comparative Analysis; Academic Achievement; Sampling; Evaluation; Academic Failure; Urban Schools; Achievement Gap; Grade 2; Grade 3; Grade 4; Outcomes of Education; Predictor Variables; Reading Achievement; Regression (Statistics); Prediction; Effect Size; Mathematics Achievement; Statistical Significance; Pennsylvania; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Evidenz; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Grouping; Gruppenbildung; School district; Schulbezirk; Schulleistung; Evaluierung; School; Schools; Schule; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Lernleistung; Schulerfolg; Prädiktor; Leseleistung; Regression; Regressionsanalyse; Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6 years of observations. For the approximate 21% of students retained in the sample, the results demonstrate that as retained students are placed in classrooms with higher average and greater standard deviation in peer ability, they tend to achieve lower testing outcomes in their post-retention years compared to their continuously promoted counterparts. Further investigation also shows that these relationships are not solely driven by having low levels of achievement. Implications are discussed. (Contains 6 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10