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ERIC Number: ED551583
Record Type: Non-Journal
Publication Date: 2012
Pages: 232
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-4154-4
ISSN: N/A
Summer School as an Alternative to Early Grade Retention
Voiron, Louis M.
ProQuest LLC, D.E. Dissertation, University of Louisiana at Lafayette
This quantitative study investigated a summer school alternative to early grade retention. Prior existing second grade student achievement data was collected for students who were initially retained at the end of their first grade year over a two year period. All students were offered the opportunity to attend a promotional summer school program. Three groups emerged following summer school. Of students who participated, one group was promoted and one group was retained; the third group was comprised of students who did not attend and were retained. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) reading achievement mean scores were analyzed and compared for the three groups. The overall goal of the study was to determine the impact of an extended learning summer program on initially retained students. Thus, the primary research questions asked whether second grade achievement scores differed among the various participant groups of the study: those that were initially retained and attended summer school as compared to those students who did not attend the program, and a final comparison group of regularly promoted students. The results of this study suggest that there was no significant difference in reading achievement among students regardless of their participation in the summer program by the end of second grade. When compared to regularly promoted students, all initially retained students scored significantly lower in reading achievement at the end of second grade. Furthermore, students initially retained regardless of summer school participation and retention/promotion status did not achieve grade level expectations in reading by the end of second grade. The results of this research added to the body of literature related to retention alternatives by suggesting that retained students may need more or different interventions to help them reach comparable achievement levels. The study also provides educational leaders and policymakers additional research data to inform and establish policies to enhance student achievement while exploring options for retention alternatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)