Ending social promotion without leaving children behind. The case of New York City. Prepared for the New York City Department of Education.

Sonst. Personen	McCombs, Jennifer Sloan (Hrsg.); Kirby, Sheila N. (Hrsg.); Mariano, Louis T. (Hrsg.)
Titel	Ending social promotion without leaving children behind. The case of New York City. Prepared for the New York City Department of Education.
Quelle	Santa Monica, CA u.a.: RAND Corp. (2009), XXXIV, 273 S.Verfügbarkeit
Reihe	RAND education
Beigaben	grafische Darstellungen; Literaturangaben S. 263-273
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8330-4778-7; 978-0-8330-4778-6
Schlagwörter	Empirische Untersuchung; Interview; Längsschnittuntersuchung; Methodologie; Leistungssteigerung; Selbstbewusstsein; Schulpolitik; Förderung; Förderungsmaßnahme; Kind; Schule; Schuljahr 03; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Lehrerfortbildung; Schüler; Lernerfolg; Schulversagen; Schülerleistung; Sitzen bleiben; Versetzung (Schule); Lernverhalten; Soziale Kompetenz; Lernhilfe; Curriculum; Nachhilfeunterricht; Lesekompetenz; Mathematische Kompetenz; Statistik; Abbruch; Einflussfaktor; Intervention; Leistungsmessung; Risiko; New York, N.Y.; USA
Abstract	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 Education (NYCDOE), which oversees the largest public school system in the country, implemented a new test-based promotion policy for 3rd-grade students and later extended it to 5th, 7th, and 8th graders. The policy emphasized early identification of children at risk of being retained in grade and provision of instructional support services to these students. NYCDOE asked RAND to conduct an independent longitudinal evaluation of the 5th-grade promotion policy and to examine the outcomes for two cohorts of 3rd-grade students. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive picture of how the policy was implemented and factors affecting implementation; the impact of the policy on student academic and socioemotional outcomes; and the links between the policy's implementation and the outcomes of at-risk students. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3