The effect of grade retention on academic achievement
by Lowery, Diane Ruth, Ed.D., UNIVERSITY OF SOUTH DAKOTA, 2010, 107 pages; 3420560

Abstract:

The purpose of this study was to determine if grade retention has an effect on student academic achievement in reading, mathematics, and science. Characteristics and prevalence of students who are overage and were retained were also investigated. The following research questions served as a guide for this study. (1) What are the characteristics of overage and retained students in South Dakota? (2) What is the prevalence of overage students in South Dakota? (3) What is the rate of retention in South Dakota public schools? (4) Is there a difference in reading, math, and science achievement scores in grades three through eight and eleven for retained students who took the same grade level assessment for the second time?

There were 127,308 students enrolled in South Dakota public elementary and secondary schools in 2009. Of that population, 27,451 students were one year overage. Demographic information was analyzed for the 516 retained students in the seven tested grades. 2007 and 2008 scale scores for state assessments in third through eight and eleventh grades were compared for the 218 retained students who took the same grade test both years.

The following conclusions have been drawn from the findings of this study: (a) males comprise a larger percentage of overage (63%) and retained students (59%), (b) Native American students comprise 13% of the population, 15% of the overage sample, but 40% of the retained student sample, (c) 6% of the students who were retained at the end of the 2007 school year were proficient in reading, 20% in math, and 21% in science, (d) there are 16% students overage in kindergarten, progressing to 25% in high school, (e) the rate of retention in the tested grades in 2008 was 0.8%, and (f) mean difference z scores for retained students increased significantly from the 2007 to the 2008 test for reading, math, and science. Limited English Proficient students and students with disabilities scored significantly lower than students not identified as either Limited English Proficient or a student with disabilities.

 
AdviserGera Jacobs
SchoolUNIVERSITY OF SOUTH DAKOTA
SourceDAI/A 71-09, p. , Sep 2010
Source TypeDissertation
SubjectsEarly childhood education; Educational psychology
Publication Number3420560
Adobe PDF Access the complete dissertation:
 

» Find an electronic copy at your library.
  Use the link below to access a full citation record of this graduate work:
  http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:3420560
  If your library subscribes to the ProQuest Dissertations & Theses (PQDT) database, you may be entitled to a free electronic version of this graduate work. If not, you will have the option to purchase one, and access a 24 page preview for free (if available).

About ProQuest Dissertations & Theses
With over 2.3 million records, the ProQuest Dissertations & Theses (PQDT) database is the most comprehensive collection of dissertations and theses in the world. It is the database of record for graduate research.

The database includes citations of graduate works ranging from the first U.S. dissertation, accepted in 1861, to those accepted as recently as last semester. Of the 2.3 million graduate works included in the database, ProQuest offers more than 1.9 million in full text formats. Of those, over 860,000 are available in PDF format. More than 60,000 dissertations and theses are added to the database each year.

If you have questions, please feel free to visit the ProQuest Web site - http://www.proquest.com - or call ProQuest Hotline Customer Support at 1-800-521-3042.