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dc.contributor.advisorFlower, Andrea L.
dc.creatorSigafoos, Lisa Lynneen
dc.date.accessioned2014-04-15T15:01:08Zen
dc.date.issued2013-12en
dc.date.submittedDecember 2013en
dc.identifier.urihttp://hdl.handle.net/2152/24002en
dc.descriptiontexten
dc.description.abstractPolicies are increasing the pressure for students to gain grade-level mastery. For example, federal legislation mandates that all children are able to read by third grade. This increased demand on teachers and schools has lead to more students being retained, especially in the early grades. Researchers have studied the effectiveness of retention, in the early elementary grades, in order to establish the immediate and later effects on academics, behavior development, and special education participation. Through an extensive search and analysis it was determined that retention has a largely negligible impact on student performance and has been unsuccessful in closing the achievement gap. Implications, limitations, and future research are discussed.en
dc.format.mimetypeapplication/pdfen
dc.subjectRetentionen
dc.subjectElementary schoolen
dc.subjectRetainen
dc.subjectAcademics and retentionen
dc.subjectRetention and behavioren
dc.subjectSpecial education and retentionen
dc.titleThe effects of grade-level retention in the early gradesen
dc.typeThesisen
dc.date.updated2014-04-15T15:01:08Zen
dc.description.departmentSpecial Educationen
thesis.degree.departmentSpecial Educationen
thesis.degree.disciplineSpecial Educationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Educationen


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