Descriptor
Source
| Psychology in the Schools | 2 |
Author
| Graydon, Kelly | 1 |
| Jimerson, Shane R. | 1 |
| Kundert, Deborah K. | 1 |
| Mantzicopoulos, Panayota Y. | 1 |
| Nickerson, Amanda B. | 1 |
| Pletcher, Sarah M. W. | 1 |
| Schnurr, Britton L. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedMantzicopoulos, Panayota Y. – Psychology in the Schools, 1997
Re-examines whether or not early retention results in positive long-term academic and behavioral outcomes for a subgroup of kindergarten children with attention problems. Results do not support the notion that pre-elementary school retention is a beneficial educational intervention for children with academic and/or behavior difficulties. (RJM)
Descriptors: Attention Deficit Disorders, Children, Early Childhood Education, Grade Repetition
Direct linkJimerson, Shane R.; Pletcher, Sarah M. W.; Graydon, Kelly; Schnurr, Britton L.; Nickerson, Amanda B.; Kundert, Deborah K. – Psychology in the Schools, 2006
During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding…
Descriptors: High Risk Students, School Holding Power, Intervention, Social Promotion
