ERIC Number: ED447215
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Assessing the Implementation of High Stakes Reform: Aggregate Relationships between Retention Rates and Test Results.
Morris, Don R.
The relationship between high stakes testing and retention was studied in Florida in the context of educational reform and controversy over the effectiveness of retaining students in grade. The focus was on the relationship between the percentage of students in grades 1, 3, 5, 7, and 8 falling below the 50th percentile on the Stanford Achievement Test and the percent retained by grade. The scope of the analysis was on the schools years 1986-1987 through 1990-1991, during which the reform went from strong enforcement (high retention policies) to termination. When there was a positive relationship between test results and retention, it tended to occur only in the more affluent schools. Leaving aside the question of whether retention is an effective or desirable way to remediate students and raise educational standards, this study points to the conclusion that high stakes approaches to improving student performance have a low probability of successful implementation. Although the retained-until-remediated policy may be feasible in the better performing schools, cost and space make it expensive even there, and the overall difficulties for implementation are formidable. (Contains 3 tables and 34 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Florida