ERIC Number: ED451300
Record Type: Non-Journal
Publication Date: 2000-Sep
Reference Count: N/A
Update: Ending Social Promotion--Passing, Retention, and Achievement among Promoted and Retained Students, 1995-1999. Charting Reform in Chicago Series: Data Brief.
Roderick, Melissa; Nagaoka, Jenny; Bacon, Jen; Easton, John Q.
This report examines the performance of students facing the Chicago Public Schools (CPS) policy to end social promotion in 1999. As the third group to face CPS promotional test cutoffs, they received more programmatic support than previous students. An afterschool program was expanded considerably, and many more at-risk students were required to participate. Some schools received additional teachers to reduce class size and support retained students. In 1998-99, retained students had a third chance to meet the test score cutoff. This update examines whether 1999 students showed improved performance. It also adds a new year of data for students facing the policy in 1997. In 1999, passing rates improved in the three grades examined. Despite this, retention rates did not fall. More at-risk 6th and 8th graders raised their test scores during the school year. Improvement in 3rd grade passing rates may have related to increasing retention rates in earlier grades. Retained students struggled in their second time through the policy. Nearly one-third of retained 8th graders in 1997 dropped out by 1999. More students maintained positive test trajectories 2 years after promotion. Students retained in 1997 were doing no better than previously socially promoted students. (SM)
Descriptors: Academic Failure, Academic Standards, After School Programs, Elementary Secondary Education, Grade Repetition, Grade 3, Grade 6, Grade 8, High Risk Students, Social Promotion, Urban Schools
Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637 ($10). Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Consortium on Chicago School Research, IL.