By Karl L. Alexander

This research is ready the perform of grade retention in simple colleges; a very vexing challenge in city university structures. The booklet describes the college context of retention and evaluates its effects by means of monitoring the stories of a giant, consultant pattern of Baltimore tuition youngsters from first grade via highschool. It addresses the complicated query of no matter if repeating a grade is beneficial or damaging whilst little ones aren't maintaining with their coursework.

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But such a scorecard approach to weighing the evidence is problematic. Consider how the analyses presented in the first edition of this volume fare in Jimerson’s review (2000). His tally of BSS results for achievement outcomes has 44 significant differences favoring promotion and just 1 favoring retention (along with 35 that are nonsignificant). Reviewing his compilation reveals that the BSS accounts for nearly half the comparisons in the entire review. Moreover, the 44–1 BSS “vote” in favor of promotion is among the most pronounced skews across all 19 studies.

The Matching Strategy and Its Problems Beyond the same-grade–same-age issue for framing comparisons, there are further complications. For example, to make a fair comparison of a retained group with a nonretained group, the groups should be about equal in terms of ability test results and other relevant qualities before retention occurs. This is a large order because promoted children who test at the same level as retained children are not likely to be in other ways the same: if they were the same in all relevant respects, they presumably would also be retained.

Overall findings suggest that retaining students who fail the TAAS helps Texas students pass the TAAS more quickly than does the practice of social promotion” (p. 16); and “the findings among each of the cohorts demonstrate that retention does not harm the academic performance of students. Indeed the results strongly support the converse in that retention enables students more time to obtain reading skills necessary for success in school. All students are helped by retention regardless of their ethnic or racial status” (p.

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