Chris Altman stresses the importance of helping English language learners ascertain the medium they best work with in interpreting information presented in class. Altman reminds us that meaning does not come directly from teachers giving students information, but from students productively making meaning and clarifying understanding through a…

K-12 students enter physical education with many naive conceptions or misconceptions of how motor skills are acquired. One goal of physical education is to teach concepts that will help students learn and perform motor skills, but many practitioners don't know how to provide experiences that will teach students to apply their knowledge…

Since the 1985-86 school year, the Division of Research and Testing of Virginia's Department of Education has studied the impact on schools and students of Section 22.1-199 of the Virginia Code, as amended in the 1985 legislative session. This paper uses data from a longitudinal study of 4,500 students who entered or were petitioned to enter…

In June, 1987, the San Juan (California) Unified School District's Research and Evaluation Department prepared a summary of dropout data available which indicated that San Juan's dropout rate was between 22 and 25 percent over a 3-year period. In the fall of 1987, the department conducted a study of the characteristics of students who had dropped…

Examined practice of grade retention and its effects in two Utah school districts in 102 students recommended for retention. Showed retention did not benefit the children academically, personally, or socially. Reanalysis showed retention did not benefit these subgroups of children: children receiving supplementary instruction, children of average…

Compared two groups of children who were equally unready for school at start of kindergarten: one group (N=40) was retained in kindergarten and the other group (N=40) was not retained. When compared after completion of first grade no differences were found on outcome measures of reading achievement, math achievement, social maturity, learner…

Reviews school retention practices, compares children recommended for retention (N=144) with controls (N=68), and examines the effects of retention with promotion in similarly functioning children. Results indicated retention did not benefit children academically or in personal or social adjustment. (JAC)

This is a long-standing problem in our "age-graded" school system. And, it continues to be one of the most contentious issues in public education. Neither grade retention nor social promotion are recipes for narrowing the achievement gap or reducing dropouts. It is time for policy that doesn't "wait for failure;" it's time for a policy that…

Recognizes the issue of nonpromotion as a reality that affects almost every public school. Suggests a simple, inexpensive, and promising remediation technique (modeled after the collegiate athletic practice of "redshirting") utilizing a semantic differential to change the focus of retention from negative inputs to positive outputs. (NEC)

Provides a comprehensive review of the research examining the academic and socioemotional outcomes associated with grade retention. Discussion addresses the disparity between educational practice and converging research regarding grade retention and suggests directions for practice. Encourages researchers, educational professionals, and…

Reviewed school records of elementary school students (N=313) to determine effects of age of entry and gender on later academic achievement and grade retention. Twelve students were of legal age for school entry but were redshirted. Found statistically significant but relatively small achievement differences between oldest and youngest children…

Investigated academic effects of early retention by comparing fourth graders who had been retained in kindergarten or first grade (n=40), were recommended for early retention but were not retained (n=17), or had normal progress (n=20). Found no significant differences in academic achievement between retained and recommended-for-retention groups;…

Evaluation of data on 689 Indiana students (ages 6-18) referred and identified as having learning disabilities indicated that 58 percent had been retained before identification, suggesting that retention is being used as remediation before labeling a student. Implications of this practice and alternatives to grade retention are considered.…

Presents samples of strategies some California schools use using to help students not meeting grade-level standards. Programs include "Success for All," individualized learning plans, afterschool tutorials, a parent math-refresher course, personalized assignments, and literacy labs. Program funding, evaluation methods, results, and…

Studied the reliability and validity of Light's Retention Scale (LRS) (H. Light, 1986), an instrument to evaluate whether a student would benefit from retention, with 93 Canadian students who had repeated an elementary school grade. Findings suggest that the LRS is not a reliable or valid instrument. Selected scale items did not predict…