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- Illinois Early Learning (IEL): source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois.
- Early Childhood Research & Practice (ECRP): was the first scholarly, peer-reviewed, bilingual (English-Spanish) online journal in the field of early childhood education.
- Illinois Early Childhood Asset Map (IECAM): a source for data on early care and education services and demographics in the state of Illinois. Data are available by state, county, township, legislative district, and several agency regions.
- Illinois Parents: operated with the Academic Development Institute in Lincoln, Illinois, provides resources and information for parents in the state of Illinois.
ED365005 EA025558
Title: Beyond Retention. A Study of Retention Rates. Practices, and Successful Alternatives in California. Summary Report.
Author(s): George, Catherine
Author Affiliation: California State Dept. of Education, Sacramento.(CIQ11100)
Pages: 21
Publication Date: 1993
ISBN: 0-8011-1079-3
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Bureau of Publications, Sales Unit, California Department of Education, P.O. Box 271, Sacramento, CA 95812-0271 ($4.25; California residents add sales tax).
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; California
Journal Announcement: RIEMAY1994
Government Level: State
This document
reports findings of a California Department of Education (DOE) study
that examined grade-retention practices in the state Data were collected
primarily through surveys of schools and school districts. Findings
indicate that approximately 1 in 10 students spent an extra year
in school before second grade during the 1988-89 school year. In
kindergarten and first grade, the retention rates for African-Americans
and Hispanics were up to double the rate for whites. The most common
treatment for retained students was grade repetition. Despite research
findings to the contrary, most educators believed that retention
was effective. Many educators used Light's Retention Scale, an instrument
that lacks reliability and validity in identifying students for
retention. The following alternatives to retention are identified--dissemination
of research, developmentally appropriate instruction, the Reading
Recovery Program, other intervention programs, the Success for All
Program, and structural changes (such as combination classes, year-round
education, and ungraded schools). Several recommendations are offered
to reduce the statewide retention rate: (1) School districts and
schools should examine their policies and practices in light of
current research; (2) school districts and schools should disseminate
research on retention to elementary and middle school staffs; (3)
school districts with high retention rates should develop a plan
to reduce the rate and improve the instructional program for at-risk
students; (4) school districts should monitor the differential effects
of retention for different ethnic groups, non-English-speaking children,
and boys and girls; and (5) the DOE and state legislature should
provide support to school districts to implement early intervention
reading programs. Two figures are included. (LMI)
Descriptors: *Academic Failure; Elementary Secondary Education;
*Grade Repetition; High Risk Students; Low Achievement; Remedial
Programs; State Surveys; *Student Promotion
Identifiers: *California
