NotesFAQContact Us
Collection
Advanced
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED302574
Record Type: RIE
Publication Date: 1986
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"At Risk" in Kindergarten: A Study of Selection, Retention, Transition, and Promotion.
Carlson, Roger D.
The effects of kindergarten-grade 1 transitional classrooms in Eugene (Oregon) compared with retention or promotion of students to grade 1 were studied in an evaluation of two transitional classrooms. Focus was on determining the effects of retention, transition, and promotion on student achievement and social skills. Students entering a transition class (n=26), graduating transitional students (n=20), and retained students who had 2 years of kindergarten (n=20) were compared to regular first graders (n=43) and a control group for follow-up for 4 years (n=59). These students were administered the Comprehensive Test of Basic Skills, Level B; and each student's teacher completed the Walker-McConnell Test of Children's Social Skills. These tests were used to assess program differences. It was generally found that when a child was targeted as "at risk," either kindergarten-grade 1 transitional classes or kindergarten retention yielded beneficial effects that were superior to promotion into first grade. An "at risk" child without intervention continued to be marginal into the fourth year of school. Differences between this and other studies with discrepant findings are interpreted as possibly being due to differences in design, sample, or treatment characteristics. Ten tables summarize study findings. (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A