Grade Level Retention: A Handbook for Educators PDF Download
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Author: Bryan L. Caples
Publisher: Lulu.com
ISBN: 9781411658486
Category : Education, Elementary
Languages : en
Pages : 131
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Book Description
This book is intended to provide educators, parents, and legislators with a research based description of related research as it pertains to the promotion and retention of elementary school students in the United States. This review of research begins with the historical perspective of retention and concludes with alternative suggestions to social promotion and retention. The accountability movement, national retention rates, characteristics of retained students, perspectives of retention, effects of retention, and legal issues regarding student retention are also included.
Author: Bryan L. Caples
Publisher: Lulu.com
ISBN: 9781411658486
Category : Education, Elementary
Languages : en
Pages : 131
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Book Description
This book is intended to provide educators, parents, and legislators with a research based description of related research as it pertains to the promotion and retention of elementary school students in the United States. This review of research begins with the historical perspective of retention and concludes with alternative suggestions to social promotion and retention. The accountability movement, national retention rates, characteristics of retained students, perspectives of retention, effects of retention, and legal issues regarding student retention are also included.
Author: Conra D. Gist
Publisher: American Educational Research Association
ISBN: 093530293X
Category : Education
Languages : en
Pages : 1167
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Book Description
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Author: Karl L. Alexander
Publisher: Cambridge University Press
ISBN: 9780521793971
Category : Education
Languages : en
Pages : 332
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Book Description
This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upward of half the students may repeat a grade. On the Success of Failure addresses whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. In addition to evaluating the consequences of retention, the book describes the cohort s dispersion along many different educational pathways from first grade through middle school, the articulation of retention with other forms of educational tracking (like reading group placements in the early primary grades and course-level assignments in middle school), and repeaters academic and school adjustment problems before they were held back.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 104
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Book Description
Author: Lorrie A. Shepard
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 262
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Book Description
This book challenges the efficacy of the policy of American schools of holding children back in grade for a year, and presents evidence that the policy is damaging to those retained, especially to lower classes and minority groups, often causing them to drop out of school altogether.
Author: Richard DuFour
Publisher: Solution Tree Press
ISBN: 1935249894
Category : Education
Languages : en
Pages : 318
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Book Description
Like the first edition, the second edition of Learning by Doing: A Handbook for Professional Learning Communities at Work helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs).
Author: Amy Mackedanz
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
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Book Description
The practice of grade level retention is a controversial topic. Unlike many other educational practices, it is an issue that garners both support and protest from the public. It is difficult to determine the effects of retention on student development, as little data is kept. The purpose of this capstone is to determine how retention affects students in three critical areas of development: academic, social, and emotional. My action research consisted of surveys completed by participants with direct experience to grade level retention. Participants included students, parents, support staff, teachers and administrators. While literature lacks support for its use, generally my participants supported the practice of retention. Former students and parents contradicted this viewpoint only slightly expressing some concern over the long-term effects grade level retention has on student development from a personal standpoint.
Author: Herbert J. Walberg
Publisher: IAP
ISBN: 1617352144
Category : Education
Languages : en
Pages : 153
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Book Description
Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices.
Author: Allan A. Glatthorn
Publisher: Corwin Press
ISBN: 1483360873
Category : Education
Languages : en
Pages : 145
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Book Description
Find research-based answers to: "What is High-Quality Teaching?" "How is High-Quality Teaching Achieved?" The No Child Left Behind Act (NCLB) establishes a clear demand for highly qualified teachers but does little to help educators define "highly qualified" or instruct them on developing those teachers. This handbook clearly explains the concept of highly qualified teachers, as required by NCLB. It then explains how to recruit, develop, and retain highly qualified teachers. Developing Highly Qualified Teachers is divided into four distinct sections: The Foundations: Addressing NCLB guidelines for developing highly qualified teachers, developing a sense of ownership of the highly qualified concept, and recruiting and selecting staff The General Strategies: Developing a differentiated system of supervision, and implementing a quality staff development program The Specific Approaches: Developing a quality induction program for new teachers, working with marginal staff, fully developing highly qualified teachers, teaming, mentoring, and curriculum development The Results: Retaining quality teachers and developing the faculty as a cohesive community These practices-research based and field tested over many years-will help accomplish the type of faculty improvement and reform that NCLB demands and the adequate yearly progress that students, parents, and faculty deserve.
Author: Darrell L. Williams
Publisher: Nova Science Publishers
ISBN: 9781629489254
Category : Education
Languages : en
Pages : 127
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Book Description
During the 1980's, grade retention increased as school districts instituted policies that linked standardized test scores to student promotion and placement decisions. However, research has found grade retention does not improve student learning. Enforcement of promotional standards at every grade level is expected to ensure the competency of high school graduates and lower student dropout rates. Despite such belief, studies show "flunking" students are traumatic and increases student dropout. Researchers found a relationship between grade retention and high school dropout rates. Dropouts are five times more likely to have repeated a grade than high school graduates. In three studies involving 20,000 to 80,000 students, retained students were 20 to 30 percent more likely to dropout of school. Moreover, African American males with below average achievement had a 45% chance of dropping out of school; while retained African American males with identical achievement scores have a 75% chance of dropping out of school. While retention may serve as a "stick" for students to perform better; usually retained students frustratingly repeat the previous year's instruction, and ultimately disengage from school. To address student grade retention, more funding is needed to support schools implement alternative programs to address students' academic needs and decrease the pernicious practice of student retention. Despite such research, student grade retention continues as a common practice within our nation's schools. However, student grade retention from the perspectives of parents have been hushed; and practical recommendations and programs to decrease student grade retention while increasing student achievement are still needed. In this book, the voices of parents and their children experiences are presented. Hearing their voices provides unique insight on action steps we (all educational stakeholders) can take to better educate all students. Additionally, innovative practical programs that work and could be replicated in schools are discussed. This book is a must read for administrators, educators, parents and related practitioners who seek "out of the box" ideas to better educate our students, particularly those in urban schools.
