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Do Test Scores of Students Who Have Been Retained Predict Future Performance?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Do Test Scores of Students Who Have Been Retained Predict Future Performance?/
Author:	Bonnaig, Joy.
Description:	1 online resource (145 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Educational tests & measurements. -
Online resource:	click for full text (PQDT)
ISBN:	9780355254037

Do Test Scores of Students Who Have Been Retained Predict Future Performance?
Bonnaig, Joy.

Do Test Scores of Students Who Have Been Retained Predict Future Performance? - 1 online resource (145 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this quantitative correlational research was to investigate to what extent 2007 performance of third grade students who had been retained in 2006 for failing to attain proficiency on the Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) predicted their performance in 2010 on the sixth grade Reading and Mathematics FCAT. There was no theoretical foundation for retention and the study was based on grounded research on benefits and detriments of grade level retention. The researcher answered two questions regarding the ability to predict student success in sixth grade on the Reading and Mathematics FCAT based their performance after retention. The researcher analyzed secondary data available for 108 students from a mid-sized urban school district in Florida using simple linear regression. The results showed that test scores attained after the students repeated third grade significantly predicted their performance on both the Reading and Mathematics FCAT when they were in sixth grade, F(1, 105) = 26.03, R2 = 0.199, beta = 0.40, p < 0.001 for reading and F(1, 105) = 72.27, R2 = 0.408, beta = 0.68, p < 0.001 for mathematics. The positive impact of improved performance in third grade after retention on the sixth grade performance was stronger in Mathematics, R2 = 0.408, than in Reading, R2 = 0.199. These results provided empirical evidence that students' performance after retention in third grade was directly related to those students' performance in the sixth grade, and its long-term impact supports the effectiveness of grade level retention policies. Keywords: No Child Left Behind; grade level retention; Race to the Top.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355254037Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

Do Test Scores of Students Who Have Been Retained Predict Future Performance?
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
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504 $a Includes bibliographical references
520 $a The purpose of this quantitative correlational research was to investigate to what extent 2007 performance of third grade students who had been retained in 2006 for failing to attain proficiency on the Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) predicted their performance in 2010 on the sixth grade Reading and Mathematics FCAT. There was no theoretical foundation for retention and the study was based on grounded research on benefits and detriments of grade level retention. The researcher answered two questions regarding the ability to predict student success in sixth grade on the Reading and Mathematics FCAT based their performance after retention. The researcher analyzed secondary data available for 108 students from a mid-sized urban school district in Florida using simple linear regression. The results showed that test scores attained after the students repeated third grade significantly predicted their performance on both the Reading and Mathematics FCAT when they were in sixth grade, F(1, 105) = 26.03, R2 = 0.199, beta = 0.40, p < 0.001 for reading and F(1, 105) = 72.27, R2 = 0.408, beta = 0.68, p < 0.001 for mathematics. The positive impact of improved performance in third grade after retention on the sixth grade performance was stronger in Mathematics, R2 = 0.408, than in Reading, R2 = 0.199. These results provided empirical evidence that students' performance after retention in third grade was directly related to those students' performance in the sixth grade, and its long-term impact supports the effectiveness of grade level retention policies. Keywords: No Child Left Behind; grade level retention; Race to the Top.
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