This article considers the processes within policy and legislation through which the point about inclusion continues to be missed in the search for the calculable and the certain, which Derrida (1990) refers to as "a madness" and this article explores how this has played out in the Scottish context in which there is currently an attempt…

As public employees, educators should expect to be held accountable for their use of public funds. Nonetheless, the various state governments and now the U.S. Department of Education have implemented high-stakes achievement testing as the nearly singular approach to accountability. While these accountability efforts vary in a number of ways,…

An increasing number of urban districts are scrapping traditional high school grade structures, changing their retention policies, and devising more flexible routes toward graduation to address high dropout rates. Educators in Baltimore, Boston, Houston and Rochester, New York say they are particularly focused on the 9th grade, a year when many…

This study examines the demographic, academic, social, and behavioral differences between GED (General Educational Development) Tests candidates who were and were not retained in grade. Differences between candidates who were and were not retained in grade are examined with regard to factors such as demographics, delinquent behaviors, reasons for…

Most research examining the efficacy of early grade retention has been limited to outcomes during elementary school. A notable gap in the retention literature is the dearth of studies examining outcomes during late adolescence. The results of this prospective longitudinal study include comparisons among four unique samples: (1) early grade…

Most of the studies of the return on investment in early childhood education have focused on the big payoffs in reduced public and societal costs associated with child welfare, public assistance, crime and incarceration, and benefits related to increased education and earnings. Several studies focus specifically on costs and benefits within the…

This document reports findings of a California Department of Education (DOE) study that examined grade-retention practices in the state. Data were collected primarily through surveys of schools and school districts. Findings indicate that approximately 1 in 10 students spent an extra year in school before second grade during the 1988-89 school…

Larry arrived from California and was put in a fifth grade class's lowest reading group which was reading third-grade-level basals. Larry was often disruptive during reading instruction and claimed he could only read when the book was upside down. Tests indicated that Larry had normal vision but that he was learning disabled and reading at only a…

This study compared academic achievement and self-concept of kindergarten and first grade students who had been retained with first graders who had not been retained. The academic achievement of kindergarten children who were retained was also compared with that of children socially promoted to first grade. Results indicated that both kindergarten…

This paper describes a research study on promotion with reservation, in which students are accountable for their course work and must repeat courses they have failed. Subjects of the study were seventh and eighth grade students at Scenic Junior High School, Oregon. These students failed required courses during the school year 1983-84 and chose…

Studies were conducted locally to augment findings from the literature regarding the effect of school entrance age, and to examine several other issues related to the St. Louis Public School's kindergarten screening program. Studies reported address a number of questions related to program planning and policy development: (1) Is there evidence to…

DEMOGRAPHIC VARIABLES (X) DESCRIBING AGE, COLOR, SEX, RURAL-URBAN STATUS, EDUCATION OF PARENTS, AND INCOME OF PARENTS ARE USED AS EXOGENOUS VARIABLES TO EXPLAIN SCHOOL ENROLLMENT RATES (R)--THE FRACTION OF A GROUP WITHIN THE SCHOOL AGE POPULATION ENROLLED IN SCHOOL--AND RELATIVE PROGRESS (P)--THE FRACTION OF A GROUP OF STUDENTS WHO ARE AHEAD OF…

This research summary presents findings and restates policy conclusions as to whether grade retention or promotion is more beneficial for students with serious academic problems. It is claimed that research to date does not provide a conclusive answer to this issue, that serious methodological problems prohibit all but tentative conclusions, and…

Outlines the results from a three-year study on the effects of grade repetition. Results show that holding students back helps some students in the short term, but the number helped diminishes over time. Points out that the type of special help offered to students when retained is critical. (MD)

Examines the policies involved in promotion and retention of students in South Carolina and other states. Recommends alternatives to retention and considerations for policy development. Includes a discussion of legal issues, a list of six recommendations, and a reference list. (MD)