As social promotion gives way to grade promotion based on mastery and as the education reform movement brings new, higher standards, vast numbers of students unable to meet the new standards are needing remedial instruction. This is proving to be a difficult and costly challenge. (DCS)

This study used a regression discontinuity design to examine the causal effect of summer school and grade retention on student achievement. In 1996, the Chicago Public Schools instituted an accountability policy that tied summer school attendance and promotional decisions to performance on standardized tests, which created a highly non-linear…

Nine states and three of the nation's biggest cities have adopted mandates intended to end "social promotion"? promoting students to the next grade level regardless of their academic proficiency. These policies require students in certain grades to reach a minimum benchmark on a standardized test in order to move on to the next grade. Florida,…

This report takes an in-depth look at Chicago Public Schools (CPS) teachers' responses to the high-stakes-testing initiatives and the impact on students' school experiences. It examines teachers and principals' assessments of the policy, tracks changes in instructional practice over time, and examines trends in critical student indices. The report…

Grade retention is ineffective. It is often imposed for nonacademic reasons, fails to improve academic achievement, and exacerbates the dropout problem. Social promotion is equally ineffective at providing appropriate instruction for low-performing students. Feasible alternatives include group problem solving, personalized instruction, and…

Although prevailing research indicates that holding back students carries negative effects, retention is becoming ever more popular. Administrators seeking secure funding for retention alternatives face considerable resistance, while the decision to add a full year of expenditures for a retained student is made without considering budgetary…

Grade retention has been controversial for many years, and current calls to end social promotion have lent new urgency to this issue. On the one hand, a policy of retaining in grade those students making slow progress might facilitate instruction by making classrooms more homogeneous academically. On the other hand, grade retention might harm…

Many states and school districts are implementing test-based requirements for promotion at key transitional points in students' schooling careers, thus ending the practice of "social promotion"--promoting students who have failed to meet academic standards and requirements for that grade. In 2003-2004, the New York City Department of…

Examining student promotion standards in American education, the author reviews the origins and history of the shift between merit promotion (which advances students based on demonstrated skill competence) and social promotion (which advances students in response to their social needs). Case studies of promotional policies are provided for schools…

Although grade repetition is prevalent in U.S. schools, recent research indicates that this practice does not work as intended to ensure basic skills mastery, avoid failure at higher grade levels, or lower dropout rates. This report, based on "Flunking Grades: Research and Policies on Retention" (London: Falmer, 1989), edited by Lorrie A. Shepard…

This teacher's guide reviews the literature on grade retention and promotion to help teachers make decisions concerning students in the primary grades. A brief introduction provides a statement of the problem; outlines the purpose, organization, and limitations of the study; and presents a glossary. Annotated citations for 34 studies are…

This policy study looks at existing and emerging state policies on social promotion to determine the extent to which students with disabilities are included or excluded. Results reflect the status of state polices at one point in time, as determined from publicly available state documents and statutes of 14 states with promotion policies. The…

This document is comprised of four consecutive issues (Winter 1999-Fall 2000) of a newsletter providing information on current research and practice to professionals teaching in the primary grades. The newsletter is published by the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE); participating…

This guide presents the Department of Education's strategy for ending social promotion in public schools. It opens with a description of social promotion and the pervasiveness and the consequences of this practice. The volume outlines the high standards that all students should be held to and emphasizes the importance of creating reliable measures…

Describes origin and elements of the standards movement. Reviews research on grade retention and social promotion and concludes that both are failed strategies to improve student achievement. Describes principal's role in meeting standards. Discusses the use of systemic and classroom interventions to help students meet state standards. (Contains…