ERIC Number: ED303278
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
Retention/Promotion/Transition in the Early Grades: A Research Brief.
Newman, Joan A.
In general, retention at any grade level has not improved student achievement or social adjustment. Skimpy data on transition rooms seem to indicate that they are not very successful either. The reasons that have been given to explain why retention has not worked range from the school's inability to diagnose student needs to rigid curriculum and modes of instruction which have not addressed the culture, style, or initial skill level of incoming children. Mere repetition of a given grade has only served to widen the gap between retained and promoted children. When retention has worked, it has been in the earliest grades, when diagnosis has been careful and accurate; special resources have been applied; and individual needs and styles have been given close attention. Sections of this research brief: (1) provide background information on nonpromotion; (2) probe related issues; (3) outline decision models for retention-promotion policies; and (4) indicate alternatives to retention. (RH)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Educational Service District 189, Mt. Vernon, WA.