Educational outcomes were evaluated for 2,046 preschool children identified with developmental delay. Results indicated that at third grade, 26% were in regular education and the remaining 74% were receiving special education services. The most common disability classifications at outcome were specific learning disabilities and educable mentally…

This study uses exogenous variation in sibling sex composition to estimate the causal effect of sibship size on boys' probabilities of private school attendance and grade retention. Using the 1990 U.S. Census, we find that for second-born boys, increased sibship size reduces the likelihood of private school attendance by six percentage points and…

Using multiple analytic methods, we examined the fit between 2 concurrent policy mandates in Florida--the adoption of core reading programs in high-poverty schools, and the retention of third graders who scored at the lowest levels on the state assessment. We first examined 2 contemporary third-grade basal reading programs for the guidance offered…

Using interviews of students prior to and during their retained year and of their teachers, this study examined 22 students retained under Chicago's Ending Social Promotion policy. It focused on the "intervention" of retention, including how teachers shaped the retained year for students and the nature and quality of instructional…

Online learning programs are designed to expand high-quality educational opportunities and to meet the needs of diverse students. While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to…

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Enlightened Public Policy and includes: (1) Texas Education Policy: Prospects for 2009 (Albert Cortez); (2) Bilingual Education in…

This report summarizes results from the 2007 Austin Independent School District summer school program at those Title I schools that provided summer services to students who did not attend other district summer school programs.

Extra-year school readiness programs, which serve as "developmental kindergartens" or "junior first grades," are well-intentioned transition programs between kindergarten and first grade that are intended to serve children judged to be at risk for early school failure. Despite their good intentions, these programs are…

This study examined demographic, behavioral, and academic contributors to inner-city children's grade retention prior to third grade and at the end of the fifth year of school. Subjects were 138 children who were enrolled in 63 public schools in Washington D.C. Prior to entering first grade, all children, 96 percent of whom were African American,…

This study examined the academic achievement of an original sample of 168 inner-city children who were making the transition from the primary to the upper elementary grades (62% of the children made up the recovered sample). Subjects, 95 percent of whom were African American, were enrolled in public schools in Washington, D.C. Data from previously…

This paper presents findings of a study that examined the relationship between the performance (as measured by test results) of pupils in classrooms with full-time teacher aides. The Student Teacher Achievement Ratio project (STAR) was implemented in Tennessee from 1985 through 1989 to study the effects of class size on student achievement and…

Retention, the practice of requiring a child to repeat a particular grade, is often presented as the answer for poor academic or behavioral performance in school. To explore the effectiveness of this approach, the long-term impact of retention is discussed here. The paper focuses on students who were retained in kindergarten and these students'…

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…

Examining student promotion standards in American education, the author reviews the origins and history of the shift between merit promotion (which advances students based on demonstrated skill competence) and social promotion (which advances students in response to their social needs). Case studies of promotional policies are provided for schools…