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Direct linkDooley, T. Price; Schreckhise, William D. – Youth & Society, 2016
This study evaluates the Youth Development Program (YDP), a component of the federal Workforce Investment Act (WIA). We examine whether the YDP reduced dropout rates among youth in secondary schools in seven school districts in the impoverished Mississippi River Delta in southeast Arkansas. Initially, the program seems to have an impact. Students…
Descriptors: School Holding Power, Dropouts, Dropout Rate, Comparative Analysis
Download full textHolt, Carleton R.; Range, Bret; Pijanowski, John – International Journal of Educational Leadership Preparation, 2009
Literature on retention focuses on both short term and long term outcomes for retained students. Short term outcomes typically include academic achievement, self-esteem issues, and occurrence of behavior problems. Long term outcomes include academic growth and persistence to graduation. Regardless of the focus and intent of the study, research on…
Descriptors: Grade Repetition, Longitudinal Studies, Self Esteem, Academic Persistence
Powell, Sarah R.; Fuchs, Lynn S. – Journal of Educational Psychology, 2010
Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…
Descriptors: Elementary School Students, Word Problems (Mathematics), Mathematics Skills, Equations (Mathematics)
Easton, John Q.; Jacob, Brian; Luppescu, Stuart; Roderick, Melissa – 1998
This study investigated how the 1998 Iowa Tests of Basic Skills (ITBS) achievement test scores of retained students in third grade (15% of students tested), sixth grade (10%), and eighth grade (4.6%) affect the citywide results in those grades and in subsequent grades. In third, sixth, and eighth grades, when the scores of retained students are…
Descriptors: Achievement Tests, Age Groups, Elementary Education, Elementary School Students
Russo, Alexander – Education Next, 2005
In the spring of 1995, the Chicago Public School system, the nation's third largest and, arguably, one of the most troubled, made national headlines when it was taken over by Mayor Richard M. Daley, then starting his third term and the most popular mayor since his father, Richard J. Daley, held the office for 21 years. By far the biggest reform…
Descriptors: School Holding Power, Summer Schools, Public Schools, Social Promotion
Phillips, Nancy H. – 1990
This study investigated the effectiveness of an intervention year prior to kindergarten for at-risk children age-eligible for school. The central question of the study asked if the experience of a developmental kindergarten was worth the extra year participating children must spend in the educational process. The format for the study was that of a…
Descriptors: Analysis of Variance, Early Intervention, Educational Research, Grade Repetition
Schuyler, Nancy Baenen – 1985
The Austin Independent School District Office of Research and Evaluation (AISD-ORE) has recently completed a three year study of the effects of retention on elementary students. As in other studies comparing the academic achievement of elementary retainees and similar students not retained, findings indicated that promoted students generally show…
Descriptors: Academic Achievement, Achievement Tests, Attitude Measures, Elementary Education
Peer reviewedSouthard, Nancy A.; May, Deborah C. – Psychology in the Schools, 1996
The benefits of pre-first programs and grade retentions are not consistently supported in the research literature. Study investigates the short- and long-term effects of pre-first programs on students' (n=66) academic achievement in reading and mathematics. No significant differences were found in six of the eight analyses conducted, indicating…
Descriptors: Academic Achievement, Achievement Tests, Early Childhood Education, Early Intervention
Turner, Belinda Olivarez; Schuyler, Nancy – 1985
Pearce Academic Center for Excellence, Project PACE, involved one English/language arts teacher providing individualized instruction in the mechanics of basic English (e.g., parts of speech, rules on capitalization and punctuation, spelling, sentence writing, and library and dictionary skills) to grade seven and eight retainees in language arts…
Descriptors: Academic Failure, Achievement Tests, Attendance, Discipline
Austin Independent School District, TX. Office of Research and Evaluation. – 1982
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…
Descriptors: Academic Failure, Achievement Gains, Basic Skills, Board of Education Policy
Baenen, Nancy R.; Hopkins, Patricia – 1988
The Austin (Texas) Independent School District's (AISD) programs that were developed as alternatives to retention in grade for low-achieving students were studied. The AISD had 19 elementary transition classes (all-day classes, language arts, and language arts/mathematics) in 17 schools for 282 first and second graders in 1987-88. The Transitional…
Descriptors: Academic Achievement, Academic Failure, Elementary Secondary Education, Grade Repetition
Schuyler, Nancy Baenen – 1983
A new elementary retention policy was implemented in the Austin Independent School District (AISD) in 1981-82. The AISD Board of Trustees requested a three-year study of the impact and effectiveness of the policy. This report describes results from the second year of the study, including the effect of the change in policy on staff development,…
Descriptors: Academic Failure, Achievement Gains, Administrator Attitudes, Attendance Patterns
