Effects of non-promotion on educational achievement in the elementary school.

Coffield, William H.; Blommers, Paul

doi:10.1037/h0048032

Cited by 26 publications

(7 citation statements)

References 4 publications

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“…Research on promotion continued, as illustrated by Coffield and Blommers (16) and Goodlad (31). By and large it appears that retention in a grade does not result in increased performance and that, in general, children should be promoted.…”

Section: Evaluation Contributes To Research and School Improvementmentioning

confidence: 95%

Chapter VII: Research and Evaluation in Curriculum Planning

Fleming¹

1957

Review of Educational Research

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THE past few years saw a marked interest in research. A variety of materials appeared which represent attempts on the part of educators to make existing research available and to stimulate increased research activity.Activities in the curriculum field were varied, and perhaps exceedingly slow. It is significant that the period reviewed has not produced a major national or regional curriculum research project. Coladarci, Brooks, and Odel (17), in a study of research priorities, found that administrators over the country reported marked concern over curriculum problems and indicated that they deserve priority for research. Research in Curriculum PlanningAs one analyzes recent research in curriculum planning, one sees that its most striking emphasis relates it to basic sciences which deal with human behavior. Hovet (38) indicated that curriculum research is distinctive in that it is the work of studying systematically the conditions under which changes in human behavior occur. Chase (15) suggested that research findings must be assimilated into the central nervous system of the person before they can become effective. DeLong (20) described several trends in the literature on learning that gave evidence of the acceptance of a new frame of reference in this field. The focus seemed to shift to the learner and to related patterns.Another emerging emphasis in curriculum research related to the study of special groups of children. Passow (57) described a series of studies. The U. S. Office of Education (71) initiated as major projects studies which dealt with the mentally handicapped and with retention and continuation of students in school. Such studies are of marked interest and relate directly to problems of grouping which urgently need systematic inquiry.A growing development in curriculum research related to the participation of teachers in the research process. There appeared to be emerging in the literature "case studies" of efforts to improve. Beach (9), Parkin (56), Helfant (35), and others reported that teachers tried out scores of practices and made efforts to use such activities for modifying their work. Hand (33) and Johnson, Sanford, and Hand (40) dealt with ways of organizing for curriculum improvement. They sought answers to 295 at FLORIDA INTERNATIONAL UNIV on May 30, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XXVII, No. 3

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Section: Evaluation Contributes To Research and School Improvementmentioning

confidence: 95%

Chapter VII: Research and Evaluation in Curriculum Planning

Fleming¹

1957

Review of Educational Research

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“…There was academic improvement in the nonpromoted pupils during a repeated year, but it was inferred that this gain would have been as great if the children had been promoted. A related study by CofHeld (8) investigated whether recent instructional techniques had reduced the negative effects of nonpromotion. However, consonant with earlier findings, promoted low achievers were found to surpass their nonpromoted counterparts in actual school achievement.…”

Section: Achievement As a Criterion For Promotionmentioning

confidence: 98%

Nonpromotion: A review essay

Ellinger¹

1965

Theory Into Practice

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“…Some research has concluded that retention helps raise achievement levels in the years following the retention (Alexander et al, 2003); however, the overwhelming majority of studies investigating the link between retention and achievement have concluded that retention leads to achievement levels that are no better than, or even worse than, those of comparison students who were promoted. Numerous studies have found that students retained in the early elementary school years (i.e., kindergarten through third grade), when subsequently compared with students of the same grade who were matched to the retained group on prior (pre-retention) achievement or intelligence measures, demonstrated either no significant difference in achievement in comparison with their promoted counterparts (Coffield & Blommers, 1956; Ferguson, 1991; Johnson, Merrell, & Stover, 1990; Niklason, 1984, 1987; Phelps, Dowdell, Rizzo, Ehrlich, & Wilczenski, 1992; Pierson & Connell, 1992) or significantly lower achievement than their promoted counterparts (Dennebaum & Kulberg, 1994; Hagborg et al, 1991; Hong & Raudenbush, 2005; Jimerson & Ferguson, 2007; McCombs-Thomas et al, 1992; McCoy & Reynolds, 1999; Meisels & Liaw, 1993; Reynolds, 1992; Roderick & Nagaoka, 2005). Even in cases where there was an initial achievement advantage displayed by the retained group in the year following retention, this advantage completely dissipated, and at times was reversed, after 2 years (Abidin, Golladay, & Howerton, 1971; Jimerson et al, 1997; Mantzicopoulos & Morrison, 1992; Peterson, DeGracie, & Ayabe, 1987; Rust & Wallace, 1993).…”

Section: How Do Test-based Retention Practices Measure Up To the Standards?mentioning

confidence: 99%

Test-Based Grade Retention

Penfield¹

2010

Educational Researcher

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A growing body of research showing that grade retention serves as an educationally low-quality placement has raised increasing concerns about whether the use of standardized tests in making decisions concerning grade retention conforms to current standards for appropriate and nondiscriminatory test use. This article examines the extent to which test-based grade retention policies comply with standards for fair and appropriate test use based on norms established by the professional testing community. The results of the investigation indicate that test-based retention policies potentially violate several of the professional standards. The points of violation are presented, and the implications for test-based retention policies are discussed.

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Effects of non-promotion on educational achievement in the elementary school.

Cited by 26 publications

References 4 publications

Chapter VII: Research and Evaluation in Curriculum Planning

Chapter VII: Research and Evaluation in Curriculum Planning

Nonpromotion: A review essay

Test-Based Grade Retention

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