Higher rates of school switching by students contribute to achievement disparities and are typically theorized as driven by attributes of individual pupils or families. In contrast the neoclassical-economic account postulates that switching is necessary for competition among schools. We argue that both frames fail to capture social-referential and…

The interpretation of Indiana Public Law 109 and subsequent policy adopted by the Indiana Department of Education resulted in the Indiana State Board of Education mandating circumstances implemented during the 2011-2012 school year regarding grade level retention of Grade 3 students. IREAD-3, a standardized, gateway assessment, was administered to…

A search for patterns in grade retention rates across grades 1-12 to construct simulation research models is described in this paper. Aggregate data from Shepard and Smith (1989) on grade retention rates from 12 American states for the year 1979-80 and from 11 states for 1985-86 were examined for across-grade patterns, supplemented by Dade County…

Examines the extent to which retaining low achieving students affects the average reading scores of the grade in which they are retained and the next higher grade. Analyzes data from one elementary school in Kansas City (Missouri). (FMW)

Educators considering adoption of policies regarding the promotion of students from one grade to the next must consider several factors, including acceptable levels of student progress toward terminal objectives, student developmental and cognitive abilities, community attitudes toward student retention, and the educational benefits of retention.…

An analysis of sex differences in promotion and non-promotion rates in an inner city public high school in Chicago (Illinois) supports the findings of national studies on the promotion trends of black students. A review of the literature reveals the following major trends among black males: (1) black males tend to avoid intellectual engagement and…