This report describes the performance goals established for Tennessee school systems in accordance with the Education Improvement Act (EIA) adopted in 1992. The report also describes the initiatives undertaken to assist school systems in achieving those goals. Prepared by the State Board of Education and the Commissioner of Education, this report…

The purpose of this study was to analyze the perceptions of educators regarding the impact of grade retention on K-5 elementary students. Principals (N=384) and teachers (N=384) in K-5 elementary schools from 11 southern states were surveyed. The study included 169 responses from principals and 140 responses from teachers. The data revealed that…

This paper analyzes the value of student retention practices, or of flunking students, and presents viable options. Advocates of retention argue that it prevents future academic failure, ensures mastery of the basic skills necessary for success in higher grades, and motivates students. However, others argue that retention is associated with…

Included in this review of the literature on grade retention are annotations for 13 articles supporting nonpromotion policies, 13 articles refuting nonpromotion policies, and 5 articles arguing that both policies result in undesirable consequences. Articles are identified as being: (1) original research comparing students retained with students…

This document outlines general considerations and academic and non-academic guidelines to be observed by Milwaukee teachers and principals in making K-6 grade placement decisions in accordance with the School Board's new policy. The first section, "General Considerations for Grade Placement at All Grade Levels," considers: (1) evaluation…

Peer sociometrics, teacher ratings of academic performance, and self-concept scores were used to compare the social, academic, and psychological adjustment of 47 low-achieving/retained, low-achieving/promoted, and average achieving/promoted 2nd-, 3rd-, and 4th-grade students from two southern rural elementary schools. Because the sample was…

A program has been initiated in New York City to ensure that children will learn basic mathematical skills, The Promotional Gates Program ends social promotion (the practice of promoting students regardless of achievement). Students in grades 4-7 who test below grade level in mathematics or reading are placed in special remedial classes until they…

Personal interviews with teachers, administrators, and counselors in grades 1-6 at two elementary schools in the District of Columbia Public Schools (DCPS) examined their attitudes toward two sets of DCPS guidelines governing student promotion and retention. One set of guidelines was in use before 1976, the other afterwards. Questionnaires…

Listing significant educational problems and then establishing priorities and making recommendations are the tasks reported in this 1969 study by the Mexican American Committee for the Minority Group Educational Advisory Commission. It is noted that the problems of injustice in education of Mexican American children in Arizona are related to…

The Secondary Student Status Survey, Part Two, consists of various sub-surveys that are significant as individual studies and as basic material for other related sub-surveys and essential to a total core of data concerning the "product" of the school system. The core of data consists of pertinent statistics, research findings, and…

Results of a study of the cognitive and affective development of 1,292 students, mostly Black or Hispanic, who had been retained more than once in the elementary grades indicate that retention and intervention must take place early to increase subject mastery. Curriculum improvement and teacher retraining are critical factors in improving minority…

The most accurate method for tracking high school graduation rates is to provide each student with a single lifetime school identification number that would follow him or her throughout his or her entire school career. Texas has this system in place, but this report demonstrates that the official rates Texas has historically reported dramatically…

The Texas Education Code requires the Texas Education Agency to submit a comprehensive biennial report on the number of students retained in grade level in the Texas public school system. This report presents a summary of the literature on the effects of grade level retention on the academic, social, and psychological development of students,…

The Texas Education Code requires the Texas Education Agency to submit a comprehensive biennial report containing a summary of information related to grade level retention of students in the Texas public school system. This report looks at retention in Texas based on data collected over a 3-year period, beginning with the 1993-94 school year. The…

Recounts the story of a fifth grader who decides he wants to be returned to the fourth grade. Describes parental reaction and actions of parents and school administration to determine best placement. Describes the child's satisfaction, personal adjustment, and academic success three years after decision to repeat part of fourth grade. (KB)