Investigated the outcomes from a transitional first grade school readiness program (SRP). Students recommended for SRP placement yet not placed did not exhibit significant second grade differences compared with the year-older SRP-placed students across achievement, related services, parental factors, or teacher rating outcomes. This finding is…

At some time in most teachers' professional lives, they will be faced with making a decision about retaining a student. Although many teachers choose to retain students because they believe it will benefit the student, most studies find the practice of retention either harmful or ineffective. After a review of the literature, a survey was…

This document reports findings of a California Department of Education (DOE) study that examined grade-retention practices in the state. Data were collected primarily through surveys of schools and school districts. Findings indicate that approximately 1 in 10 students spent an extra year in school before second grade during the 1988-89 school…

Research findings indicate that grade retention leads to problems in student self-esteem and raises the dropout level. A transition grade between kindergarten and first grade is also considered harmful to students. Cites changes in different states' retention policies. (MLF)

A widely held perception is that public schools are failing American children and society. Some research indicates that 9th-graders are more at risk for school failure than are students in other grades. This paper presents findings of a study that examined 9th-graders in the Durham Public School System (North Carolina) who were enrolled in a Basic…

This evaluation report examines research on kindergarten programs and practices for children who are at risk of school failure. Programs which present evidence of positive effects and which can be replicated at other sites are identified and discussed. A proposal is made for the development of a data base which gathers information on instruction…

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)

Investigates the academic effectiveness of a prekindergarten program in a suburban, predominantly Caucasian upper middle class school system. Matched children who spent an extra year in prekindergarten with youngsters who proceeded directly to regular kindergarten. Using achievement test scores and other measures, found no significant differences…

Elementary students who are overage due to retention are compared with those who are overage for other reasons on both at-risk indicators and demographic factors. Records of 127 fifth, sixth, and seventh graders were examined with respect to student performance on academic indicators of at-risk behavior. Findings indicate that overage students…

Certain conclusions can be drawn from the fact that both entering school late and being retained in grade have negative effects on children. Children should start school as soon as they are eligible. Retention should be avoided whenever possible. The best alternative to retention in grade seems to be promotion in combination with individual…

Reviews popular literature-based propositions pertaining to student retention and non-retention. Surveys the scope of the problem of retention and suggests that retaining a child so as to repeat an unsuccessful experience is inappropriate, whereas retaining a child and using resources to correct well-documented, individual problems is appropriate.…

The Durham Public Schools Communities in Schools (CIS) Academy provides a student-centered environment that encourages high-risk students to remain in school and get back on track for graduation. Program operations began in January 1995. This paper presents the results of an evaluation of the first semester of operations (the second semester of…

Although each of the 11 programs evaluated in this report during the 1989-90 school year had its own unique design and objectives, their common goal was to increase the likelihood that at-risk students in Cleveland (Ohio) schools would complete their high school education. Programs were evaluated in terms of changes from the previous year in the…

This study examined the differences between stable students and more mobile students in Cleveland (Ohio) schools during the 1987-88 school year. Highly mobile students are believed to be more educationally at risk than their stable counterparts. A stable student was defined as one who was enrolled for at least 178 days and did not transfer from…

Retention, the practice of requiring a student to repeat a particular grade or of delaying the entry to kindergarden or first grade of a child who is of appropriate chronological age, remains a common educational custom although little research exists to validate its effectiveness. The literature review on retention effects contained within this…