The Success in Reading and Writing Program used in the District of Columbia Public Schools in 1985-86 is described and evaluated. The program, used in pre-kindergarten through sixth grade, employed a variety of materials, as well as the students' own writing. Instruction lasted approximately 2.5 hours each school day. The program connected reading…

The Austin Independent School District (AISD) adopted a new and more specific policy about elementary student retention in the 1981-82 school year. Students will be at least 1 year behind in their reading levels at grades 1 through 6 and/or 1 year behind in mathematics competencies at grades 4 through 6 to be considered for retention. Within the…

A workshop attended by faculty members from three Florida junior colleges and one university was held in response to legislation requiring students to demonstrate minimum communications and computation skills before entering upper division programs. General conclusions reached during the workshop focused on the value of competency testing in…

The purpose of this document is to present to school personnel, parents, students, and other interested citizens the board rules and administrative procedures required to implement state legislative and local board pupil progression requirements. Sections of the document cover general procedures for promotions and assignments; promotion and…

This study was a follow-up to one that gathered baseline data on aspects of Grade 1 as part of the on-going Statewide Texas Educational Progress Study (STEPS). While the Grade 1 study was limited to teachers' perceptions of student performance, this follow-up focused on factors most related to actual end-of-year student status. The purposes of the…

This 10-year study compared the achievement of 3 samples of students designated at-risk for school failure and 1 sample deemed not at risk, and followed a transitional first-grade school readiness program (SRP) population from prekindergarten through eighth grade to identify contextual factors associated with student progress. At-risk samples were…

The impact of testing and promotion standards on students in urban schools was discussed by urban school superintendents from New Jersey and Pennsylvania. Pointing to research that suggests that standards alone are not enough to boost achievement, many educators recommend coupling more rigorous standards with appropriate remedial programs, staff…

Rate of retention in grade is a measure of the number of students who repeat the grade they were in the year before. This report of retention rates is produced annually for the Austin (Texas) Independent School District, but contains information produced after the beginning of the school year and data produced at the end of the school year…

This report examines factors contributing to grade repetition in rural elementary schools in Honduras. Forty schools in four Honduran departments were randomly selected from lists of schools with the highest and lowest repetition rates. Subjects were 1,854 students in Grade 1 or 3 during the 1990 school year who were still in the school in March…

The progress of 243 students repeating first grade in 1981-82 was compared with matched low achievers in the Austin (Texas) Independent School District. Mean achievement scores were obtained for each year between spring 1981 and spring 1986 for the two groups and compared to the national average. Regression analyses were used to compare the…

Project ABC (Advancement Based on Competency) was a 5-year study funded jointly by the Alberta Department of Education and the Calgary Board of Education. Funded at $999,950, the program took place from 1982 to 1987. It explored alternatives to the Carnegie Unit in three senior high schools. Students, teachers, and administrators in the William…

The number of students retained in grade in the Austin (Texas) Independent School District (AISD) has increased dramatically since new promotion policies were instituted in 1981 and Texas House Bill (HB) 72 was passed. Elementary school promotion is now tied to mastery of essential skills; secondary students must meet attendance requirements, as…

This report provides evaluation findings of the 1981-82 Promotional Gates program, a program designed to bolster instruction and learning in order to enable New York City public school students in grades four and seven to meet city-wide performance standards required for promotion. Altogether, there are six chapters. The first chapter deals with…

The Pupil Progression Plan detailed in this document was developed in response to Florida's Educational Accountability Act, which requires each school district to establish a comprehensive program for pupil progression, and to fulfill the requirements of school board policy. The first section details general procedures for promotion, grades K-12.…

The primary purpose of this study was to explore the effect of non-promotion on the self concept of pupils in public elementary schools. First graders (N=585) from Montgomery County, Pennsylvania were administered the FACES self concept scale at two different times during the 1973-1974 school year. Of these first graders, 25 non-promoted pupils,…