Ending social promotion without leaving children behind: the case of New York City
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Santa Monica, CA
RAND
2010
|
| Schriftenreihe: | Rand Corporation monograph series
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references (pages 263-273) Introduction / Sheila Nataraj Kirby, Jennifer Sloan McCombs, and Louis T. Mariano -- What we know about the effects of grade retention and implementation of promotion policies / Nailing Xia and Sheila Nataraj Kirby -- Context and conceptual framework for understanding New York City's promotion policy / Jennifer Sloan McCombs [and others] -- Data and methods / Shelia Nataraj Kirby, Louis T. Mariano, and Jennifer Sloan McCombs -- School-provided support for students: academic intervention services / Jennifer Sloan McCombs [and others] -- Implementation of the policy: Saturday and summer schools / Gina Schuyler Ikemoto [and others] -- Performance of 5th graders in New York City and overall performance trends in New York state / Sheila Nataraj Kirby [and others] -- Measuring the effect of supportive interventions on proximal-year student achievement / Louis T. Mariano [and others] -- Future outcomes of students at risk of retention / Louis T. Mariano, Sheila Nataraj Kirby, and Al Crego -- The impact of New York City's promotion policy on students' socioemotional status / Vi-Nhuan Le, Louis T. Mariano, and Al Crego -- Conclusions and policy implications / Sheila Nataraj Kirby, Jennifer Sloan McCombs, and Louis T. Mariano -- Appendixes: A. Technical appendix for achievement models -- B. Supporting data for chapter five -- C. Supporting data for chapter seven -- D. Supporting data for chapter ten -- E. Data and analyses for 3rd-grade cohorts Many states and school districts are implementing test-based requirements for promotion at key transitional points in students' schooling careers, thus ending the practice of "social promotion"--Promoting students who have failed to meet academic standards and requirements for that grade. In 2003-2004, the New York City Department of Education (NYCDOE), which oversees the largest public school system in the country, implemented a new test-based promotion policy for 3rd-grade students and later extended it to 5th, 7th, and 8th graders. The policy emphasized early identification of children at risk of being retained in grade and provision of instructional support services to these students. NYCDOE asked RAND to conduct an independent longitudinal evaluation of the 5th-grade promotion policy and to examine the outcomes for two cohorts of 3rd-grade students. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive picture of how the policy was implemented and factors affecting implementation; the impact of the policy on student academic and socioemotional outcomes; and the links between the policy's implementation and the outcomes of at-risk students. Two other publications in this series provide a review of the prevailing literature on retention and lessons learned about policy design from top-level administrators across the country |
| Beschreibung: | 1 Online-Ressource (xxxiv, 273 pages) |
| ISBN: | 0833049402 9780833049407 |
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| 500 | |a Many states and school districts are implementing test-based requirements for promotion at key transitional points in students' schooling careers, thus ending the practice of "social promotion"--Promoting students who have failed to meet academic standards and requirements for that grade. In 2003-2004, the New York City Department of Education (NYCDOE), which oversees the largest public school system in the country, implemented a new test-based promotion policy for 3rd-grade students and later extended it to 5th, 7th, and 8th graders. The policy emphasized early identification of children at risk of being retained in grade and provision of instructional support services to these students. NYCDOE asked RAND to conduct an independent longitudinal evaluation of the 5th-grade promotion policy and to examine the outcomes for two cohorts of 3rd-grade students. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive picture of how the policy was implemented and factors affecting implementation; the impact of the policy on student academic and socioemotional outcomes; and the links between the policy's implementation and the outcomes of at-risk students. Two other publications in this series provide a review of the prevailing literature on retention and lessons learned about policy design from top-level administrators across the country | ||
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| spelling | McCombs, Jennifer Sloan Verfasser aut Ending social promotion without leaving children behind the case of New York City Jennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano, editors Santa Monica, CA RAND 2010 1 Online-Ressource (xxxiv, 273 pages) txt rdacontent c rdamedia cr rdacarrier Rand Corporation monograph series Includes bibliographical references (pages 263-273) Introduction / Sheila Nataraj Kirby, Jennifer Sloan McCombs, and Louis T. Mariano -- What we know about the effects of grade retention and implementation of promotion policies / Nailing Xia and Sheila Nataraj Kirby -- Context and conceptual framework for understanding New York City's promotion policy / Jennifer Sloan McCombs [and others] -- Data and methods / Shelia Nataraj Kirby, Louis T. Mariano, and Jennifer Sloan McCombs -- School-provided support for students: academic intervention services / Jennifer Sloan McCombs [and others] -- Implementation of the policy: Saturday and summer schools / Gina Schuyler Ikemoto [and others] -- Performance of 5th graders in New York City and overall performance trends in New York state / Sheila Nataraj Kirby [and others] -- Measuring the effect of supportive interventions on proximal-year student achievement / Louis T. Mariano [and others] -- Future outcomes of students at risk of retention / Louis T. Mariano, Sheila Nataraj Kirby, and Al Crego -- The impact of New York City's promotion policy on students' socioemotional status / Vi-Nhuan Le, Louis T. Mariano, and Al Crego -- Conclusions and policy implications / Sheila Nataraj Kirby, Jennifer Sloan McCombs, and Louis T. Mariano -- Appendixes: A. Technical appendix for achievement models -- B. Supporting data for chapter five -- C. Supporting data for chapter seven -- D. Supporting data for chapter ten -- E. Data and analyses for 3rd-grade cohorts Many states and school districts are implementing test-based requirements for promotion at key transitional points in students' schooling careers, thus ending the practice of "social promotion"--Promoting students who have failed to meet academic standards and requirements for that grade. In 2003-2004, the New York City Department of Education (NYCDOE), which oversees the largest public school system in the country, implemented a new test-based promotion policy for 3rd-grade students and later extended it to 5th, 7th, and 8th graders. The policy emphasized early identification of children at risk of being retained in grade and provision of instructional support services to these students. NYCDOE asked RAND to conduct an independent longitudinal evaluation of the 5th-grade promotion policy and to examine the outcomes for two cohorts of 3rd-grade students. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive picture of how the policy was implemented and factors affecting implementation; the impact of the policy on student academic and socioemotional outcomes; and the links between the policy's implementation and the outcomes of at-risk students. Two other publications in this series provide a review of the prevailing literature on retention and lessons learned about policy design from top-level administrators across the country EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh POLITICAL SCIENCE / Government / Comparative bisacsh Grade repetition fast Promotion (School) fast Promotion (School) New York (State) New York Case studies Grade repetition New York (State) New York Case studies Schulpolitik (DE-588)4053532-0 gnd rswk-swf New York Staat (DE-588)4042012-7 gnd rswk-swf (DE-588)4522595-3 Fallstudiensammlung gnd-content New York Staat (DE-588)4042012-7 g Schulpolitik (DE-588)4053532-0 s 1\p DE-604 Kirby, Sheila Nataraj Sonstige oth Mariano, Louis T. Sonstige oth Erscheint auch als Druck-Ausgabe, Paperback 0-8330-4778-7 Erscheint auch als Druck-Ausgabe, Paperback 978-0-8330-4778-6 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=314462 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | McCombs, Jennifer Sloan Ending social promotion without leaving children behind the case of New York City EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh POLITICAL SCIENCE / Government / Comparative bisacsh Grade repetition fast Promotion (School) fast Promotion (School) New York (State) New York Case studies Grade repetition New York (State) New York Case studies Schulpolitik (DE-588)4053532-0 gnd |
| subject_GND | (DE-588)4053532-0 (DE-588)4042012-7 (DE-588)4522595-3 |
| title | Ending social promotion without leaving children behind the case of New York City |
| title_auth | Ending social promotion without leaving children behind the case of New York City |
| title_exact_search | Ending social promotion without leaving children behind the case of New York City |
| title_full | Ending social promotion without leaving children behind the case of New York City Jennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano, editors |
| title_fullStr | Ending social promotion without leaving children behind the case of New York City Jennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano, editors |
| title_full_unstemmed | Ending social promotion without leaving children behind the case of New York City Jennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano, editors |
| title_short | Ending social promotion without leaving children behind |
| title_sort | ending social promotion without leaving children behind the case of new york city |
| title_sub | the case of New York City |
| topic | EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh POLITICAL SCIENCE / Government / Comparative bisacsh Grade repetition fast Promotion (School) fast Promotion (School) New York (State) New York Case studies Grade repetition New York (State) New York Case studies Schulpolitik (DE-588)4053532-0 gnd |
| topic_facet | EDUCATION / Educational Policy & Reform / General SOCIAL SCIENCE / Children's Studies POLITICAL SCIENCE / Government / Comparative Grade repetition Promotion (School) Promotion (School) New York (State) New York Case studies Grade repetition New York (State) New York Case studies Schulpolitik New York Staat Fallstudiensammlung |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=314462 |
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