ERIC Number: ED327341
Record Type: RIE
Publication Date: 1990
Decreasing the Incidence of First Grade Retention through a Diagnostic-Prescriptive Intervention Program and Teacher In-Service.
Carter, Elizabeth F.
A practicum intervention designed to decrease the incidence of retention of students in first grade, through a diagnostic-prescriptive intervention program and teacher inservice activities, was implemented and evaluated. Teachers at two schools were aided in the early identification of students at-risk for retention; psycho-educational evaluations were performed; and individual educational plans were made for the students. Additionally, monthly meetings were held with the participating teachers, and a teacher inservice workshop was held. Parents were contacted individually and met as a group. Analysis of evaluation data revealed that although the follow-up surveys did not indicate significant change in teachers' attitudes, the retention rate of students dropped from 13 percent to less than 1 percent. Most of the students demonstrated improved skills; those who did not improve appeared to have significant learning problems and were referred for more intensive educational intervention. Significant attitudinal change was noted among the parents. Appendices provide, among various related materials, the teacher survey, a briefing paper on restructuring the primary grades, and detailed guides for teachers and parents on grade retention. The teachers' guide contains a policy brief on current practice and research evidence on repeating grades in school. Citations number 55. (RH)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.