ERIC Number: ED435457
Record Type: Non-Journal
Publication Date: 1997-Aug
Reference Count: N/A
Systemwide Elementary Reform (SER) Grade 2 Interim Report. Statewide Texas Educational Progress Study. Report No. 5.
Texas Education Agency, Austin. Div. of Research and Evaluation.
This study was a follow-up to one that gathered baseline data on aspects of Grade 1 as part of the on-going Statewide Texas Educational Progress Study (STEPS). While the Grade 1 study was limited to teachers' perceptions of student performance, this follow-up focused on factors most related to actual end-of-year student status. The purposes of the follow-up study were to examine judgments of surveyed Grade 1 teachers regarding their students' promotion status in light of the students' actual promotion, placement, or retention and to explore relationships among system resources (contexts), student and school characteristics (inputs), and school and classroom practices (processes) that are associated with promotion to Grade 2. Some highlights from the findings are: (1) nearly all students were promoted to, or placed in, Grade 2, a higher percentage than projected by Grade 1 teachers; (2) teachers' assessments of students' readiness and instructional levels were strongly related to students' promotion; (3) students judged to have mastered at least half of the essential Grade 1 elements were much more likely to be promoted than students who had mastered fewer than half of the elements; (4) student attendance was positively related to promotion; (5) students' self-help skills were positively related to promotion; (6) students judged at or above grade level in oral reading proficiency, reading comprehension, and mathematics were more likely to be promoted than students performing below grade level; and (7) relationships between promotion and teachers' use of several instructional techniques yielded conflicting results. The appendix includes a technical description of the data analysis. (Contains 14 references.) (KB)
Descriptors: Academic Achievement, Comparative Analysis, Educational Change, Educational Practices, Elementary Education, Elementary School Teachers, Followup Studies, Grade Repetition, Grade 2, High Risk Students, Poverty, Primary Education, Student Placement, Student Promotion, Teacher Attitudes
Texas Education Agency, P.O. Box 13817, Austin, TX 78711-3817 ($5). Tel: 512-463-9744.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Texas Education Agency, Austin. Div. of Research and Evaluation.
Identifiers - Location: Texas