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Grading, Promotion, and Retention : = Professional Development and School System Policy Influences on Educational Leaders' Use of Retention in the Elementary Grades.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Grading, Promotion, and Retention :/
Reminder of title:	Professional Development and School System Policy Influences on Educational Leaders' Use of Retention in the Elementary Grades.
Author:	Jones, Susan Uhlan.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Education policy. -
Online resource:	click for full text (PQDT)
ISBN:	9780438179639

Grading, Promotion, and Retention : = Professional Development and School System Policy Influences on Educational Leaders' Use of Retention in the Elementary Grades.
Jones, Susan Uhlan.

Grading, Promotion, and Retention :Professional Development and School System Policy Influences on Educational Leaders' Use of Retention in the Elementary Grades. - 1 online resource (146 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2018.

Includes bibliographical references

This executive position paper (EPP) studies the influence of one Maryland public school system's implementation of a revised grading, promotion, and retention policy and the accompanying professional development to decrease the number of students proposed for retention in the same elementary grade following decades of a policy lacking procedures to reduce the number of students retained in the elementary school grades. Changes in the procedures for retaining students in the elementary school grades are based on current literature about the negative impact of retention and its effect on graduation rates, future career earnings, and disciplinary issues for retained students. The policy was accompanied by specific professional development focused on the research surrounding the ill effects of retention on students who are male, live in poverty, and are raised in a one parent/adult home. Educational leaders' survey results following the professional development, implementation of the policy and procedures, and the proposed number of students for retention for the first year following the training are included.

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

Mode of access: World Wide Web

ISBN: 9780438179639Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Grading, Promotion, and Retention : = Professional Development and School System Policy Influences on Educational Leaders' Use of Retention in the Elementary Grades.
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504 $a Includes bibliographical references
520 $a This executive position paper (EPP) studies the influence of one Maryland public school system's implementation of a revised grading, promotion, and retention policy and the accompanying professional development to decrease the number of students proposed for retention in the same elementary grade following decades of a policy lacking procedures to reduce the number of students retained in the elementary school grades. Changes in the procedures for retaining students in the elementary school grades are based on current literature about the negative impact of retention and its effect on graduation rates, future career earnings, and disciplinary issues for retained students. The policy was accompanied by specific professional development focused on the research surrounding the ill effects of retention on students who are male, live in poverty, and are raised in a one parent/adult home. Educational leaders' survey results following the professional development, implementation of the policy and procedures, and the proposed number of students for retention for the first year following the training are included.
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