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ERIC Number: ED503294
Record Type: Non-Journal
Publication Date: 2007-May
Pages: 31
Abstractor: As Provided
Reference Count: 30
Should Grade Retention Decisions Be Indicators-Based or Model-Driven? CSE Technical Report 716
Wang, Jia; Wang, Haiwen
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
This study evaluates a large urban district's standards-based promotion policy decisions against a model-driven classification. Hierarchical logistic regression was used to explore factors related to grade retention at both the student and school level. Statistical results indicate that using students' next year achievement test scores as criteria, the model-driven classification of retention is better than the district's standards-based promotion policy decisions. Students who were predicted by the model to be retained, but were not retained, had lower test scores than students who were actually retained. School districts may incorporate this model-based approach into their current promotion and retention decision-making as an additional measure to improve the precision of their decisions. (Two appendices are included: (1) Testing the Hierarchical Model using a Larger Data; and (2) Description and Results of Other Models Explored. Contains 7 tables.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of California, Los Angeles, Center for the Study of Evaluation
Identifiers - Assessments and Surveys: Stanford Achievement Tests