Ending social promotion without leaving children behind :: the case of New York City /
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 gr...
Gespeichert in:
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| Format: | Elektronisch E-Book |
| Sprache: | English |
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Santa Monica, CA :
RAND,
2010.
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| Schriftenreihe: | Rand Corporation monograph series.
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 resource (xxxiv, 273 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 263-273). |
| ISBN: | 9780833049407 0833049402 9780833047786 0833047787 |
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| 245 | 1 | 0 | |a Ending social promotion without leaving children behind : |b the case of New York City / |c Jennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano, editors. |
| 260 | |a Santa Monica, CA : |b RAND, |c 2010. | ||
| 300 | |a 1 online resource (xxxiv, 273 pages) : |b illustrations | ||
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| 490 | 1 | |a RAND Corporation monograph series | |
| 504 | |a Includes bibliographical references (pages 263-273). | ||
| 505 | 0 | |a 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. | |
| 520 | |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 | ||
| 588 | 0 | |a Print version record. | |
| 546 | |a English. | ||
| 650 | 0 | |a Promotion (School) |z New York (State) |z New York |v Case studies. | |
| 650 | 0 | |a Grade repetition |z New York (State) |z New York |v Case studies. | |
| 650 | 6 | |a Promotion (Éducation) |z New York (État) |z New York |v Études de cas. | |
| 650 | 6 | |a Redoublement de classes |z New York (État) |z New York |v Études de cas. | |
| 650 | 7 | |a EDUCATION |x Educational Policy & Reform |x General. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Children's Studies. |2 bisacsh | |
| 650 | 7 | |a POLITICAL SCIENCE |x Government |x Comparative. |2 bisacsh | |
| 650 | 7 | |a Grade repetition |2 fast | |
| 650 | 7 | |a Promotion (School) |2 fast | |
| 651 | 7 | |a New York (State) |z New York |2 fast |1 https://id.oclc.org/worldcat/entity/E39QbtfRvQh7864Jh4rDGBFDWc | |
| 655 | 7 | |a Case studies |2 fast | |
| 700 | 1 | |a Kirby, Sheila Nataraj, |d 1946- |0 http://id.loc.gov/authorities/names/n85062576 | |
| 700 | 1 | |a Mariano, Louis T. | |
| 758 | |i has work: |a Ending social promotion without leaving children behind (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFt3YXm9XgdqPQgkhRTWDq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| 776 | 0 | 8 | |i Print version: |a McCombs, Jennifer Sloan, 1970- |t Ending social promotion without leaving children behind. |d Santa Monica, CA : RAND, 2010 |z 9780833047786 |w (DLC) 2009032280 |w (OCoLC)433549134 |
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| adam_text | |
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| author | McCombs, Jennifer Sloan, 1970- |
| author2 | Kirby, Sheila Nataraj, 1946- Mariano, Louis T. |
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| contents | 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. |
| ctrlnum | (OCoLC)593351441 |
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| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/8097471 |
| dewey-search | 371.2/8097471 |
| dewey-sort | 3371.2 78097471 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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Mariano, editors.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Santa Monica, CA :</subfield><subfield code="b">RAND,</subfield><subfield code="c">2010.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xxxiv, 273 pages) :</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">RAND Corporation monograph series</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 263-273).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="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. 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| genre | Case studies fast |
| genre_facet | Case studies |
| geographic | New York (State) New York fast https://id.oclc.org/worldcat/entity/E39QbtfRvQh7864Jh4rDGBFDWc |
| geographic_facet | New York (State) New York |
| id | ZDB-4-EDU-ocn593351441 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:07Z |
| institution | BVB |
| isbn | 9780833049407 0833049402 9780833047786 0833047787 |
| language | English |
| oclc_num | 593351441 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xxxiv, 273 pages) : illustrations |
| psigel | ZDB-4-EDU |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | RAND, |
| record_format | marc |
| series | Rand Corporation monograph series. |
| series2 | RAND Corporation monograph series |
| spelling | McCombs, Jennifer Sloan, 1970- http://id.loc.gov/authorities/names/n2004141869 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 resource (xxxiv, 273 pages) : illustrations text txt rdacontent computer c rdamedia online resource 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 Print version record. English. Promotion (School) New York (State) New York Case studies. Grade repetition New York (State) New York Case studies. Promotion (Éducation) New York (État) New York Études de cas. Redoublement de classes New York (État) New York Études de cas. EDUCATION Educational Policy & Reform General. bisacsh SOCIAL SCIENCE Children's Studies. bisacsh POLITICAL SCIENCE Government Comparative. bisacsh Grade repetition fast Promotion (School) fast New York (State) New York fast https://id.oclc.org/worldcat/entity/E39QbtfRvQh7864Jh4rDGBFDWc Case studies fast Kirby, Sheila Nataraj, 1946- http://id.loc.gov/authorities/names/n85062576 Mariano, Louis T. has work: Ending social promotion without leaving children behind (Text) https://id.oclc.org/worldcat/entity/E39PCFt3YXm9XgdqPQgkhRTWDq https://id.oclc.org/worldcat/ontology/hasWork Books at JSTOR: Open Access JSTOR Print version: McCombs, Jennifer Sloan, 1970- Ending social promotion without leaving children behind. Santa Monica, CA : RAND, 2010 9780833047786 (DLC) 2009032280 (OCoLC)433549134 Rand Corporation monograph series. http://id.loc.gov/authorities/names/no2008057654 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=314462 Volltext ProductForm=BC onix Publisher/PublisherName=RAND Corporation onix |
| spellingShingle | McCombs, Jennifer Sloan, 1970- Ending social promotion without leaving children behind : the case of New York City / Rand Corporation monograph series. 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. Promotion (School) New York (State) New York Case studies. Grade repetition New York (State) New York Case studies. Promotion (Éducation) New York (État) New York Études de cas. Redoublement de classes New York (État) New York Études de cas. EDUCATION Educational Policy & Reform General. bisacsh SOCIAL SCIENCE Children's Studies. bisacsh POLITICAL SCIENCE Government Comparative. bisacsh Grade repetition fast Promotion (School) fast |
| 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 | Promotion (School) New York (State) New York Case studies. Grade repetition New York (State) New York Case studies. Promotion (Éducation) New York (État) New York Études de cas. Redoublement de classes New York (État) New York Études de cas. EDUCATION Educational Policy & Reform General. bisacsh SOCIAL SCIENCE Children's Studies. bisacsh POLITICAL SCIENCE Government Comparative. bisacsh Grade repetition fast Promotion (School) fast |
| topic_facet | Promotion (School) New York (State) New York Case studies. Grade repetition New York (State) New York Case studies. Promotion (Éducation) New York (État) New York Études de cas. Redoublement de classes New York (État) New York Études de cas. EDUCATION Educational Policy & Reform General. SOCIAL SCIENCE Children's Studies. POLITICAL SCIENCE Government Comparative. Grade repetition Promotion (School) New York (State) New York Case studies |
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