The study reported here examined the long term impact of a bilingual program that was designed as a transitional program for children in elementary grades. A quasi-experimental design was used to compare two groups of Mexican-American tenth-grade students enrolled in a traditional high school where all subject matter was presented in English. The…

This cross-sectional study, which was designed to assist in the provision of appropriate educational alternatives for students, presents a profile of elementary students who were retained in first grade at Horseheads Central Schools, Little Falls, New York. The study group was the class of 1995-96, currently in grade 4. A total pupil population of…

The purpose of this follow-up study was to determine whether elementary school students who completed full-day/ everyday kindergarten in 1979 and 1980 exhibited any long term benefits. Data were collected from standardized tests, report cards, questionnaires, and interviews. Participants were third- and fourth-grade students (enrolled in the…

The 1982-83 school year was the second year of the New York City (New York) Public Schools Promotional Gates Program. Under this program students in grades four and seven who failed to attain their promotional criteria (in both reading and mathematics) were retained for a year of intensive remedial instruction. This report is the result of a…

This study compared the academic and social development of students who entered grade 1 very early (5:6 years or 5:7 years), in the mid range (5:8 to 6:3 years), and very late (6:4 years or older). The purpose of the study was to explore the hypothesis that the early grade 1 entrants would have continuing problems in both academic and social…

This completely revised and updated ASCD best-seller is loaded with ideas for how to improve student achievement and create a more effective classroom by applying brain research to your teaching. Renowned author and educator Eric Jensen translates the latest scientific findings into effective instructional strategies, including: (1) Why to start…

This collection of papers focuses on the economic aspects of education as follows: (1) "Introduction" (David H. Monk, Margaret Wang, and Herbert J. Walberg); (2) "Tax Revolts and School Performance" (Thomas Downes and David Figlio); (3) "State Aid and Education Outcomes" (Sheila E. Murray); (4) "The Interface…

This study analyzed data from statewide criterion referenced competency tests (CRCTs), used to determine whether a child is retained in grade, investigating whether trends and differences in scores across Georgia for students from similar family backgrounds could be linked to failing this test twice in elementary school. The study explored whether…

This study documented current early childhood assessment policies and practices, focusing on changes since the 1988 nationwide survey and on changes occurring in response to Goal 1 of the National Education Goals, performance assessments, and integrated services for young children. Data were collected through telephone surveys and in-depth…

Studied effects at grade 4 of early grade retention for 1,255 low-income mostly African-American children (20.4 percent had been retained from kindergarten to grade 3). Retention negatively affected cognitive reading and mathematics achievement, had no relation to teacher ratings of school adjustment, and positively affected children's perceived…

Using data from the National Longitudinal Survey of Youth merged mother-child file, this article examines the relationship between living in four different family structures on key measures of youth well-being, studied separately by race. The authors also examine whether contextual factors mediate these associations. For Black youth, we find no…

Substantial uncertainty exists about the impact of school quality on the black-white achievement gap. Our results, based on both Texas Schools Project (TSP) administrative data and the Early Childhood Longitudinal Survey (ECLS), differ noticeably from other recent analyses of the black-white achievement gap by providing strong evidence that…

This report summarizes Austin ISD's state-funded Optional Extended Year Program activities for the 2006-2007 school year.

A study tested the effects of activity-based phonological instruction (rhyming, blending, segmenting) on the phonological skill development and reading and writing outcomes of kindergarten children, 31 with and 57 without disabilities, and 19 children repeating kindergarten in regular and self-contained classes in a large urban school district.…

This newsletter examines the continuous progress (CP) curriculum, the primary characteristic of which is flexible pacing for the student. The newsletter notes some of the practical concerns limiting implementation of CP curricula, and how some schools have overcome them. It then discusses four issues that schools must address to employ a…