Does Grade Retention Make a Difference?

Autor/inn/en	Tingle, Lynne R.; Schoeneberger, Jason; Algozzine, Bob
Titel	Does Grade Retention Make a Difference?
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85 (2012) 5, S.179-185 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Grade Repetition; Academic Achievement; Remedial Instruction; Limited English Speaking; Correlation; Elementary School Students; Middle School Students; Gender Differences; Ethnicity; Special Education; Classification; Intervention; Low Achievement + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; Förderkurs; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Ethnizität; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; Unterdurchschnittliche Leistung
Abstract	Despite a continuing record of interest over the years, few studies have documented the demographics of grade retention or the relationship between it and academic achievement across multiple grades and groups of students. In this research, we were interested in the characteristics and consequences of retaining students in elementary (K-5) and middle (6-8) schools. We documented rates of retention that were lower than those reported in the literature and different for gender, ethnic background, limited English proficiency, exceptional student classification, and grade. Our findings support the increasing interest in stopping the use of grade retention as a method of academic intervention and speak to the need to identify and use research-based education interventions to provide remedial instruction for struggling. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10