Examining the Effects of Grade Retention on Reading Achievement as Determined by the State of Texas Assessment of Academic Readiness

Autor/in	Channon, Emily
Titel	Examining the Effects of Grade Retention on Reading Achievement as Determined by the State of Texas Assessment of Academic Readiness
Quelle	(2018), (75 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas Wesleyan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-5717-2
Schlagwörter	Hochschulschrift; Dissertation; Grade Repetition; Reading Achievement; Elementary School Students; Reading Tests; Outcomes of Education; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Leseleistung; Lesetest; Lernleistung; Schulerfolg
Abstract	This study was designed to examine the effects of grade level retention on students' reading achievement, based on the State of Texas Assessment of Academic Readiness (STAAR). Three research questions guided the study. Did students who were retained in kindergarten, first, or second grade reach academic success on 5th grade reading STAAR? Did students who were retained in third or fourth grade reach academic success on 5th grade reading STAAR? Did students who were retained in fifth grade reach academic success on 5th grade reading STAAR in the second year? Data was requested and collected from the Texas Education Agency. The participants in this study were Texas public school students who participated in 5th grade reading STAAR, in English, between the years of 2012 and 2017. Only data from students who were retained was used, and descriptive statistics and frequencies were run using SPSS. Results of this study found more retained students met than did not meet standard on 5th grade reading STAAR. These findings will allow educators to better understand the impact of grade retention on students and examine how they determine grade retention on their campus and in their district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01