Grade retention - Factbites

Grade retention - Factbites
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Topic: Grade retention

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	Retention
		Retention or nonpromotion can be defined as the practice of requiring a child to repeat a particular grade or requiring a child of appropriate chronological age to delay entry to kindergarten or first grade.
		Retention has been the answer to the problem of what to do with students who are unprepared for the academic and social demands of the next grade.
		Retention rates and the proportion of students who are overage for grade vary significantly by race and gender.
	wwwcsteep.bc.edu /CTESTWEB/retention/retention.html (6161 words)

	Retention and Social Promotion Topics Page - Wrightslaw
		Position Statement on Student Grade Retention and Social Promotion (National Association of School Psychologists) "Through many years of research, the practice of retaining children in grade has been shown to be ineffective in meeting the needs of children who are academically delayed."
		Exploring the Association Between Grade Retention and Dropout (California School Psychologist)
		She says, "research shows that retention is not successful, and inappropriate to recommend retention for students with IEPs." He says she is wrong.
	www.wrightslaw.com /info/retain.index.htm (715 words)

	Retention and Testing
		Retention - or non-promotion - is the practice of holding a student in the same grade for a year or longer, often on the basis of scores on standardized tests.
		Lately, retention has been proposed by those who argue it is the best way to end "social promotion," or automatically passing students to the next grade with their same-age peers.
		Retention, some argue, will prevent students from being passed without having learned the material they need, and therefore, graduating without necessary skills and knowledge.
	www.fairtest.org /arn/retenfct.htm (1195 words)

	Gale Encyclopedia of Childhood and Adolescence: Retention in School
		Despite research finding that retention does not appear to help learning difficulties, there is the problem of what to do with a child who is, for whatever reason, unprepared to move on to the next grade.
		The implication underlying the retention process is that the problem lies with the student, not with the curriculum or method of instruction.
		One reason often cited for the increase in drop-out rate is that repeating a grade does not automatically improve the student's chances of learning; he or she is usually placed into a classroom no different from the one in which they were in the year before.
	www.findarticles.com /p/articles/mi_g2602/is_0004/ai_2602000454 (1169 words)

	NASP Position Statement - Grade Retention and Social Promotion
		Research indicates that neither grade retention nor social promotion is an effective strategy for improving educational success. Evidence from research and practice highlights the importance of seeking alternatives that will promote social and cognitive competence of children and enhance educational outcomes.
		Evidence of the psychosocial effects of grade retention is apparent in studies examining children's perceptions of twenty stressful life events.
		Anderson, G. E., Jimerson, S. R., and Whipple, A.D. Student's ratings of stressful experiences at home and school: Loss of a parent and grade retention as superlative stressors.
	www.nasponline.org /information/pospaper_graderetent.html (1466 words)

	Retention and Social Promotion: Research and Implications for Policy. ERIC Digest
		The research evidence on the effects of grade retention.
		Opponents have argued that retention discourages students whose motivation and confidence are already shaky, and that promoted students gain an opportunity to advance through the next years curriculum, while retained students go over the same ground and thus fall farther behind their advancing peers.
		On the whole, retention is not a cost-effective response to poor performance when viewed in the light of cheaper or more effective interventions, research findings demonstrating no advantage to, or even harm from, retention, and the tendency for gains from retention to wash out.
	www.ericdigests.org /2001-3/policy.htm (1614 words)

	NASP Position Statement - Grade Retention and Social Promotion
		Even for single retentions, the most consistent finding from decades of research is the high correlation between retention and dropping out. A recent systematic review of research exploring dropping out of high school indicates that grade retention is one of the most powerful predictors of high school dropout.
		Research indicates that neither grade retention nor social promotion is an effective strategy for improving educational success. Evidence from research and practice highlights the importance of seeking alternatives that will promote social and cognitive competence of children and enhance educational outcomes.
		Retention does not appear to have a positive impact on self-esteem or overall school adjustment; however, retention is associated with significant increases in behavior problems as measured by behavior rating scales completed by teachers and parents, with problems becoming more pronounced as the child reaches adolescence.
	www.nasponline.org /information/pospaper_graderetent.html (1466 words)

	Past Issues - January/February 1999
		The researchers looked at 6- to 8-year-old students in the 1980s and early 1990s and found that by the time the students were ages 9-11, 25 to 30 percent were no longer in the appropriate grade for their age group.
		Nevertheless, Grant argues that retention is not appropriate for all struggling students.
		Retention harmed students' achievement, attendance record, personal adjustment in school, and attitude toward school.
	www.edletter.org /past/issues/1999-jf/retention.shtml (2363 words)

	Retention
		Retention refers to the practice of holding back a student at the end of an academic year and requiring him or her to repeat a grade level.
		With regard to retaining children in the early grades, research consistently indicates that retention harms self-esteem and increases the likelihood of dropping out in later years.
		Retention worsens rather than improves the level of student achievement in years following the repeat year (Shepard and Smith, 1990; Gutierrez and Slavin, 1992).
	www.ncrel.org /sdrs/areas/issues/methods/instrctn/in5lk2-5.htm (166 words)

	Dropout Rates in the United States: 1995 / Grade Retention
		Retention in the early grades may reflect a lack of school readiness or signal a more serious problem with a student's learning ability.
		While retention is intended to improve a student's chance for school success, some researchers have found that the stigma of failure associated with retention has a negative impact on students' self-esteem and subsequent academic achievement, thereby increasing their likelihood of dropping out of school.
		The differences in retention rates between male and female students and between students from the identified race-ethnicity groups are not repeated in the status dropout rates of each of these groups.
	nces.ed.gov /pubs/dp95/97473-5.asp (166 words)

	Ninth Grade Student Success Program
		The Grady Ninth Grade Student Success Program (GNGSSP) is designed to help ninth grade students make a smooth transition into high school, to reduce the retention rate, to increase the number of students who graduate from Grady, and to provide students with academic, career, and technology enrichment for success after graduation.
		These activities are Grady's commitment to the ninth graders and we will continue to implement programs and strategies that will enable all ninth graders to be successful which will be demonstrated by their graduation from Grady with skills that empower the students to be competent and literate citizens.
		Another phase of the program is to recognize all ninth grade students for their accomplishments in making a smooth and successful transition into high school.
	www.gradyhighschool.org /ninthgradesuccess.html (5339 words)

	School Psychology Review : Comparison of retention rates using traditional, Drill Sandwich, and Incremental Rehearsal flash card methods. @ HighBeam Research
		Retention of the pronunciation and English translation was tested after 1,2,3,7, and 30 days.
		Research has demonstrated increased retention from drill, but the data regarding drill format are inconsistent.
		Two commonly used models, Drill Sandwich (DS) and Incremental Rehearsal (IR), were compared to each other and to a traditional flashcard method by individually teaching words from the Esperanto International Language to 25 third- and 26 seventh-grade students who were screened for receptive vocabulary.
	static.elibrary.com /s/schoolpsychologyreview/september222002/comparisonofretentionratesusingtraditionaldrillsan/index.html (5339 words)

	CQ Vol. 31, #5: Grade Retention Rates
		Given the recent emphasis on educational standards, accountability and ending social promotion, it is anticipated that the annual rate of grade retention will continue to increase.
		Jimerson, S. On the failure of failure: Examining the association of early grade retention and late adolescent education and employment outcomes. Journal of School Psychology, 37, 243-272.
		He is lead author on the revised NASP Position Statement on Grade Retention (currently undergoing review).
	www.nasponline.org /publications/cq315retentionrates.html (5339 words)

	Low retention rates for Arizona State freshmen
		But at the University of Wisconsin, where the freshman dropout rate stood at 9 percent, freshmen admitted last fall had an average grade-point average of 3.6.
		``We need to maintain that philosophy, but we could do better to improve our retention rate.''
		Wisconsin's freshmen are in the top 10 percent of their high school class, and they also have completed at least 17 units of college prep work.
	indy.fortlewis.edu /Older%20Stuff/01-19-01/low_retention.htm (5339 words)

	A-level
		The grade F was also replaced by a grade U. With the increase in the modular structure of the A-level examinations, the retention of the grade N was considered unnecessary as there was far more evidence to indicate how close a candidate was to achieving a pass.
		Due to complaints from universities that the grading system was not specific enough to identify the students they wanted, a grading scale close to the current one was created in 1963, which retained an O-level pass between the grades E and F (Fail).
		The C grade was originally intended to represent the average ability, and students typically required 60% or higher across all assessments to attain it; however, the average result is now at the lower end of the B grade, rendering this measure almost meaningless.
	www.usedaudiparts.com /search.php?title=A-level (1398 words)

	Stone restoration, repair, heritage grade I grade II listed buildings uk
		Stone Essentials specialise in heritage restoration of Grade I or Grade II (grade 1 or grade 2) listed buildings) where the most exacting standards are required to preserve the original materials.
		This is particularly important with the renovation of period or listed buildings, which require maximum retention of original character.
		Stone restoration, repair, heritage grade I grade II listed buildings uk
	www.stone-essentials.co.uk /Html/Restoration.htm (642 words)

	FSU 2005-2006 General Bulletin
		In computation of the required grade point average (GPA) for retention and conferral of a degree, the total number of quality points is divided by the total number of semester hours for which letter grades are received.
		Grades earned at another institution cannot be used to improve a grade point average or eliminate a quality point deficiency at The Florida State University.
		Grades may be obtained by dialing (850) 644-8888 and selecting option 2 followed by the student’s social security number and four-digit registration PIN, or by accessing the website at http://www.ais.fsu.edu/ais/applications/student.
	registrar.fsu.edu /bulletin/undergrad/info/acad_regs.htm (9624 words)

	Full Awards Report
		In the case of high schools, higher grade retention in ninth grade or attrition during the tenth grade may remove weaker students from the testing pool.
		In Woburn, the positive increase in the percentage of fourth graders scoring "advanced" or "proficient" in English (rising from 24% in 1998 to 65% in 2001) at the Altavesta School is offset by an increase in the percentage of students "failing" (rising from 3% in 1998 to 22% in 2001).
		Higher rates of non-promotion in ninth grade are a source of concern not only because they artificially boost MCAS scores but also because repeating a grade undermines student achievement while contributing to dropping out (Heubert and Hauser, 1999; Wehlage and Rutter, 1986; Smith and Shepard, 1989).
	www.fairtest.org /arn/Alert%20June02/Alert%20Full%20Report.html (13846 words)

	3rd Grade Reading Promotion and Retention
		Rescheduled Third Grade Student Progression Technical Assistance Meetings - Attachment
		Reporting Requirements for Third Grade Student Progression for 2003-2004
		Resources for Struggling Third Grade Students (memo only)
	www.firn.edu /doe/commhome/progress/proghome.htm (212 words)

	Social Promotion
		In general, this research suggests that a) neither retention nor social promotion alone is an effective treatment, and b) grade retention may have negative consequences.
		When President Clinton vowed to end social promotion in his State of the Union address, the practice—along with its polar extreme, grade retention —became a front-burner issue.
		In contrast, when promoted and retained students are compared after completing the same grade, the results generally favor retained students; any positive effects of retention, however, fade away after two or three years.
	www.sharingsuccess.org /code/bv/socprom.html (1729 words)

	Beyond Social Promotion and Retention—Five Strategies to Help Students Succeed
		Instead of relegating low-performing students to social promotion or grade retention, the American Federation of Teachers (1997), Darling-Hammond (1998), McCollum, Cortez, Maroney, and Montes (1999), and Wheelock (1998) support the development of alternative approaches so that all students can succeed in school.
		Social promotion is the practice of advancing students to the next grade even when they have not mastered the material in their current grade (Denton, 2001; U.S. Department of Education, 1999).
		Social promotion evolved as a response to the "ills" of retention and traces its roots to the 1930s.
	www.ncrel.org /sdrs/areas/issues/students/atrisk/at800.htm (4844 words)

	Social Promotion?
		In New York: Social promotion, the practice of passing underachieving students on to the next grade to keep them with their age group, and retention, making students repeat the grade they fail, are opposite and imperfect solutions to a vexing problem.
		The negative effects of grade retention should not become an argument for social promotion.
		Their concern is that the president’s ban on social promotion would cause harm in inner-city schools, where each year, several students are held back per class, and where money for intervention programs is much more scarce than in the suburbs, where retention is not as big a problem.
	www.coedu.usf.edu /RRAVER/USF/sppaper.htm (1900 words)

	The Employee's Guide to Benefits for those affected by Reduction in Force
		Also, if you are downgraded after receiving a specific RIF notice and taking a lower-graded position offered by management, you will be eligible for grade retention on the same basis as an employee who was actually downgraded by a RIF action.
		If you are downgraded because of a RIF but don't meet the 52-week eligibility for grade retention, you will also be eligible for indefinite pay retention.
		For example, a GS-12 employee who is downgraded because of a RIF to a GS-9 position is still considered to be a GS-12 for most pay-related purposes, but would compete as a GS-9 in a later RIF.
	www.opm.gov /rif/general/egrifben.asp (1900 words)

	The Heartland Institute - Florida Policy on Social Promotion Helps Students - by Sean Parnell
		They compared the gains among low-scoring third-graders in the first year of the retention policy against similarly low-scoring third-grade students from the previous year, before the retention policy had been enacted.
		Exceptions were built into the retention policy for some disabled students and limited-English speaking students, as well as for students able to demonstrate their proficiency by another test or with a portfolio of their work.
		The study, published in December 2004 by the Manhattan Institute for Policy Research, looked at third-grade students in Florida who were required to pass a standardized test in order to be promoted to the fourth grade.
	www.heartland.org /Article.cfm?artId=16278 (1900 words)

	Past Issues - January/February 1999
		The overwhelming trend of the evidence cited in this issue of the Harvard Education Letter (see "Retention vs. Social Promotion: Schools Search for Alternatives") and elsewhere shows that grade retention has negative results for students.
		Social promotion and retention both try to remedy problems after they've occurred, rather than preventing them or nipping them in the bud.
		No sensible person advocates social promotion as it is currently being framed-simply passing incompetent students on to the next grade.
	www.edletter.org /past/issues/1999-jf/promotion.shtml (725 words)

	EPAA Vol. 10 No. 49 Livingston: Failing Georgia: The Case Against the Ban on Social Promotion
		Reasoning that social promotion is unfair to teachers, Governor Barnes charged the legislature with passing a bill that would require every student to pass an exit examination before being promoted to the next grade (Barnes, 2001).
		In Texas, where the TAAS examination is used to determine promotion and retention, groups representing Texas minority students sued the state with the claim that the criterion referenced test discriminated against minority students in violation of the Due Process Clause of the 14th Amendment.
		In preparation for the implementation of the legislation that bans the practice of social promotion, the state of Georgia has administered for the second year a Criterion Referenced Competency Test (CRCT), commonly referred to as the State Curriculum Test, as a way to determine how many children might be retained in grade.
	epaa.asu.edu /epaa/v10n49 (10255 words)

	Retention and Social Promotion Topics Page - Wrightslaw
		Position Statement on Student Grade Retention and Social Promotion (National Association of School Psychologists) "Through many years of research, the practice of retaining children in grade has been shown to be ineffective in meeting the needs of children who are academically delayed."
		Two Wrong Solutions (American Federation of Teachers) "Social promotion and grade retention are mechanical responses to an educational problem.
		The Grade Retention Fallacy (Harvard Civil Rights Project) "Research tells us that fear and humiliation are not the strongest motivators for struggling students."
	www.wrightslaw.com /info/retain.index.htm (723 words)

	Interim PHS Instruction 38-530-1, Title 38 Special Salary Rates
		Special salary rates may be established on a nationwide, local or other geographic basis depending on the nature and extent of the recruitment or retention difficulties and the geographic boundaries of the relevant labor market.
		Special salary rates will be increased by the minimum amount necessary to recruit or retain the services of the individuals in the targeted health care occupation(s), grade(s) and location(s).
		Special salary rate tables will consist of a 10-step range of pay for each grade level that is covered by the special salary rate.
	ohrm.cc.nih.gov /info_center/NursAH/ssrinst.html (3998 words)

	Online NewsHour: Social Promotion- September 11, 2000
		That effectively ended a decades-long policy of so-called social promotion, moving students along through grades whether they passed or not.
		Clearly the threat of summer school and the threat of retention has been a wake-up call to not only students, but also teachers.
		In fact, students who were retained in third grade in 1997 were still 14 months behind grade level in reading when they got to the fifth grade, while students who were socially promoted in 1995 were only five months below grade level in reading when they got to the fifth grade.
	www.pbs.org /newshour/bb/education/july-dec00/Social_promo-9_11.html (629 words)

	EPAA Vol. 8 No. 41 Haney: The Myth of the Texas Miracle in Education
		In the opinion of educators in Texas, schools are devoting a huge amount of time and energy preparing students specifically for TAAS, and emphasis on TAAS is hurting more than helping teaching and learning in Texas schools, particularly with at-risk students, and TAAS contributes to retention in grade and dropping out.
		Cumulative rates of grade retention in Texas are almost twice as high for Black and Hispanic students as for White students.
		Only 50% of minority students in Texas have been progressing from grade 9 to high school graduation since the initiation of the TAAS testing program.
	epaa.asu.edu /epaa/v8n41 (629 words)

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