Gateway Literacy Retention Policies: Perspectives and Implications from the Field

Autor/inn/en	Barrett-Tatum, Jennifer; Ashworth, Kristen; Scales, David
Titel	Gateway Literacy Retention Policies: Perspectives and Implications from the Field
Quelle	In: International Journal of Education Policy and Leadership, 15 (2019) 10, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	State Legislation; Literacy; Educational Policy; Grade 3; Grade Repetition; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Public Schools; Administrators; Administrator Attitudes; Intervention; Educational Research; Knowledge Level; Reading Consultants; South Carolina + Suchen Sie Ihr Suchwort? Landesrecht; Alphabetisierung; Schreib- und Lesefähigkeit; Politics of education; Bildungspolitik; School year 03; 3. Schuljahr; Schuljahr 03; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Public school; Öffentliche Schule; Bildungsforschung; Pädagogische Forschung; Wissensbasis
Abstract	South Carolina's Read to Succeed Law (RTS) is different than the other 15 states' literacy-based third grade retention laws. It mandates literacy intervention training for in-service and pre-service teachers. Research indicates academic gains from retention are short-lived, diminishing over time and increasing drop-out rates. Through a statewide survey, this study identifies educators' perceptions and knowledge of retention and the RTS policy, and examines the relationship between knowledge and perceptions. Educators were not familiar with retention research or RTS specifics, but favored retention. Implications include the need for more teacher training regarding new state policies and the efficacy of their foundations. This study provides evidence that policymakers should consider the means of implementation and shoulder accountability for a structured and equitable support system. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01