This study investigated the promotion and retention policies and practices for elementary (K--5) school districts in four Southern California counties. The purpose was to reveal the impact that interventions and grade retention practices had on students and districts. It also provided information on the characteristics of implemented intervention programs in the study districts. The four research questions focused on the (a) criteria districts used to identify students who were at-risk of grade retention, (b) the percentage of students identified as at-risk of grade retention, (c) the percentage of students actually retained, and (d) the characteristics of intervention programs being implemented. Data collection included written data from the 51 school districts including policies, administrative regulations, and the number of identified at-risk and retained students. Ten selected districts were included in semi-structured in-depth phone interviews of a district administrator responsible for retention and programs for at-risk students. The results of the study found that districts used both academic and non-academic factors to identify at-risk students. The few districts that tracked the number of identified at-risk students who were actually retained were retaining fewer than 50% of the total at-risk students. Retained students generally repeated the curriculum in that grade because the districts retained only a small percentage of their students and thus were not equipped to provide specialized programs. The districts in this study appeared to be generally following recommendations from research and developing a variety of interventions to be used with students at-risk of retention prior to considering retaining them in grade. The interventions varied and occurred both within and outside the school day. With the variety of interventions that the districts were using, it was evident that teachers and school administrators were attempting to provide many opportunities for at-risk students to succeed. Districts in this study appeared to be proactively working to support students who were at-risk academically. They were expending resources and trying varying approaches; however, further study needs to be conducted to determine which interventions were having the intended results of improved academic achievement. The study concluded with recommendations for both practical implementations of interventions and future research.Karweit (1999) also conducted a same grade comparison of standardized test achievement. ... The scores of the retained children, who were age 7 years and completed first grade for a second time, were compared with the scores of theanbsp;...
|Title||:||An Investigation of District Promotion, Retention, and Intervention Policies and Practices for Elementary Students in Four Southern California Counties|
|Author||:||Janie Lee Olds|
|Publisher||:||ProQuest - 2008|