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Evaluating the Impact of National Educational Policy to Reduce Retention and Increase Achievement in Compulsory Education
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Barata, M. Clara; Calheiros, M. Manuela; Patrício, Joana Nunes; Graça, João; Lima, M. Luisa – Elementary School Journal, 2015
Despite the accumulated evidence that retention is an ineffective and potentially harmful remedial strategy, several countries struggle with high levels of retention in compulsory schooling. This article provides evidence of the impact of the Portuguese national educational policy "Programa Mais Sucesso Escolar" (PMSE) using class size,…
Descriptors: Foreign Countries, Educational Policy, Public Policy, School Holding Power
A Meta-analysis of the Relation between Class Size and Achievement.
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McGiverin, Jennifer; And Others – Elementary School Journal, 1989
Examines effects of Indiana's project PRIME TIME on reading and math achievement test scores of second graders who completed 2 years of the reduced-class-size program. Analysis of 3,967 test scores suggests that students in small classes had higher test scores than did students in large classes. (RJC)
Descriptors: Academic Achievement, Basic Skills, Class Size, Elementary Education
Toward a Composite Index of School Performance.
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Rothstein, Richard – Elementary School Journal, 2000
Proposes an index of school performance to assess progress in meeting goals of academic achievement, equity of educational outcomes, citizenship, social ethics, and health. Details relative weights: core academic outcomes, 40 percent; citizenship, health, teamwork, and social ethics, 25 percent; school completion, teacher qualifications, and…
Descriptors: Academic Achievement, Accountability, Class Size, Dropout Rate