Perspectives after Five Years--Has Grade Retention Passed or Failed?

Autor/in	Baenen, Nancy R.
Institution	Austin Independent School District, TX. Office of Research and Evaluation.
Titel	Perspectives after Five Years--Has Grade Retention Passed or Failed?
Quelle	(1988), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Failure; Black Students; Elementary Education; Grade Repetition; Grade 1; Hispanic Americans; Longitudinal Studies; Low Achievement; Mathematics Achievement; Primary Education; Reading Achievement; School Holding Power; School Policy; Student Promotion; Underachievement + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 01; 1. Schuljahr; Schuljahr 01; Hispanic; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Primarbereich; Leseleistung; Schulpolitik; Support of studies; Studienförderung; Performance deficiency; Leistungsschwäche
Abstract	The progress of 243 students repeating first grade in 1981-82 was compared with matched low achievers in the Austin (Texas) Independent School District. Mean achievement scores were obtained for each year between spring 1981 and spring 1986 for the two groups and compared to the national average. Regression analyses were used to compare the achievement progress of the two groups. In all, 183 of the first-grade retainees and 184 of the matched sample were retained between grades 4 and 7. Since almost 40% of the comparison group was eventually retained in some grade, separate analyses were made to compare those retained in grade 1 versus those retained in later grades. Those retained in grade 1 were more likely to be placed in special education later. In both reading and mathematics, those promoted showed higher gains than did retainees, and the differences broadened across the years. Additional adverse effects were not generally seen for retention in later grades. Results suggest that retention did not help students catch up to grade level. It is suggested that placement with special help is a better alternative than retention for most low achievers. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC