This cross-sectional study, which was designed to assist in the provision of appropriate educational alternatives for students, presents a profile of elementary students who were retained in first grade at Horseheads Central Schools, Little Falls, New York. The study group was the class of 1995-96, currently in grade 4. A total pupil population of…

The purpose of this follow-up study was to determine whether elementary school students who completed full-day/ everyday kindergarten in 1979 and 1980 exhibited any long term benefits. Data were collected from standardized tests, report cards, questionnaires, and interviews. Participants were third- and fourth-grade students (enrolled in the…

The 1982-83 school year was the second year of the New York City (New York) Public Schools Promotional Gates Program. Under this program students in grades four and seven who failed to attain their promotional criteria (in both reading and mathematics) were retained for a year of intensive remedial instruction. This report is the result of a…

This study compared the academic and social development of students who entered grade 1 very early (5:6 years or 5:7 years), in the mid range (5:8 to 6:3 years), and very late (6:4 years or older). The purpose of the study was to explore the hypothesis that the early grade 1 entrants would have continuing problems in both academic and social…

This completely revised and updated ASCD best-seller is loaded with ideas for how to improve student achievement and create a more effective classroom by applying brain research to your teaching. Renowned author and educator Eric Jensen translates the latest scientific findings into effective instructional strategies, including: (1) Why to start…

This collection of papers focuses on the economic aspects of education as follows: (1) "Introduction" (David H. Monk, Margaret Wang, and Herbert J. Walberg); (2) "Tax Revolts and School Performance" (Thomas Downes and David Figlio); (3) "State Aid and Education Outcomes" (Sheila E. Murray); (4) "The Interface…

This study analyzed data from statewide criterion referenced competency tests (CRCTs), used to determine whether a child is retained in grade, investigating whether trends and differences in scores across Georgia for students from similar family backgrounds could be linked to failing this test twice in elementary school. The study explored whether…

This study documented current early childhood assessment policies and practices, focusing on changes since the 1988 nationwide survey and on changes occurring in response to Goal 1 of the National Education Goals, performance assessments, and integrated services for young children. Data were collected through telephone surveys and in-depth…

Studied effects at grade 4 of early grade retention for 1,255 low-income mostly African-American children (20.4 percent had been retained from kindergarten to grade 3). Retention negatively affected cognitive reading and mathematics achievement, had no relation to teacher ratings of school adjustment, and positively affected children's perceived…

A study tested the effects of activity-based phonological instruction (rhyming, blending, segmenting) on the phonological skill development and reading and writing outcomes of kindergarten children, 31 with and 57 without disabilities, and 19 children repeating kindergarten in regular and self-contained classes in a large urban school district.…

This newsletter examines the continuous progress (CP) curriculum, the primary characteristic of which is flexible pacing for the student. The newsletter notes some of the practical concerns limiting implementation of CP curricula, and how some schools have overcome them. It then discusses four issues that schools must address to employ a…

As follow-up to an in-depth study of the District of Columbia's early learning programs and their impact, this study provided data on the transition of previously studied children from primary education to upper elementary grades. Academic progress of the original group of pre-kindergarten and Head Start children was studied during years 5 and 6…

The effectiveness of a state-mandated set of evaluation criteria to identify potential dropouts is evaluated in this study. The selection criteria, based on unsatisfactory academic performance, excluded special education and limited language proficient students. Data analysis of school records and various test scores of 55,666 students in grades…

Two alternatives to retention in grade for secondary school students were evaluated in Austin (Texas). Both were designed to allow students who are potential retainees (PRs) to receive remediation in one semester. The Transitional Academic Program (TAP) allows PRs to enroll in ninth-grade courses while repeating eighth-grade courses they had…

As part of Louisiana's minimum competency program, the Basic Skills Test (BST) was administered in grades 2 through 5. Student promotion rates in these grades between 1980 and 1985 were examined. Results showed that, in all four grades, the percentage of students retained to repeat the grade increased slightly. The BST was the main, but not the…