Data from the Texas Education Association (TEA) show that 177,340 students (4.6 percent) in kindergarten through grade 12 were retained in 2001-02. This is enough students to fill Texas Stadium more than 2.5 times. Of this number, roughly 59,812 were elementary school students (grades kindergarten through six). There are several problems with in…

No longer will New York City elementary school children be promoted to the next grade, even though they are known to be over two years behind grade level in reading. (Author)

This follow-up study reports the failure-promotion experience of Kentucky first-graders of 1968-69 and relates their academic success or failure to their ages of entering first grade. The rate of first grade repeaters in Kentucky is disappointingly high and a youngster who attempts first grade twice is not substantially better off than he was the…

Reviews the history of the practice of having students repeat grades and examines the research both for and against the practice. (FL)

Factors to be considered in deciding about nonpromotion of students include child factors (such as physical disabilities, physical size, self-concept, and ability to function independently); family factors (such as attitude toward retention and number of geographical moves); and school factors (school's, principal's, and teacher's attitude toward…

Describes problems associated with student-promotion systems and practices and specifies the situations in which grade retention works best. Offers recommendations for rethinking the policy and practice of retention. (LMI)

Examines the extent that nonpromotion to 1st grade can be predicted from information about school and family contexts. Parental school involvement, parental estimates of children's school adjustment, and parental satisfaction with school programs were predictive of risk for nonpromotion. Head Start children were less likely to be retained in…

A model for student retention and attrition is presented. Focus is on alternative models for the "dampening" in attrition rates as educational programs progress. Maximum likelihood estimates for the underlying parameters in each model and a Bayesian analysis are provided. (TJH)

Examines the effectiveness of five college level learning skills centers on grade improvement and retention. Finds successful programs are well structured, link with academic courses students take concurrently, stress a supportive relationship with the instructor, include behavioral counseling, are interwoven with other services and programs, and…

Presents the case of Daryl, a fourth grader who performs well in daily classroom work, but cannot tolerate testing. Because of New York State testing mandates, this child will probably repeat fourth grade or be assigned to special education classes. Clearly, alternative measures building on children's strengths are needed. Includes two references.…

A study of 600 children in Dutch primary schools attempted to identify early predictors of reading problems leading to grade repetition or assignment to special education in first grade. Results suggest that the possibility of early detection is very limited. (MSE)

Comparison of reading skills in nine first graders retained in first grade and nine similar children promoted to second grade suggested that retention may benefit such children if they start the repeated year with increased phonemic awareness and increase their spelling-sound knowledge in second grade. Listening comprehension was not aided by…

This article reviews the literature on the effectiveness of grade retention for high-risk students and discusses the implications of this research for students with learning disabilities. It notes that, despite evidence that retention is ineffective for most students, many educators and laypersons continue to support this practice. (DB)

Examines an early instructional intervention called "Reading Recovery" that provides individualized instruction for first grade students who need extra help in beginning reading. A model illustrates the long-term savings possible through the use of Reading Recovery compared to special education programs, grade retention, or Chapter 1…

Focuses on poor grades, one of the primary reasons students drop out of school. Recommends that borderline students be earmarked for special treatment rather than be held to rigorous academic standards or passed when they are actually failing. Suggests that operational procedures for the implementation of special treatment be pedagogically…