Retention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10, 875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions. Students were grouped by the categories of gender, age, race, grade retained, ESE status, ELL status and SES and their success evaluated. The study supports the conclusions of the critics of retention and, based on trends found in the data, makes some recommendations that may improve the retention process. Specifically, the study recommends (a) for students in the high risk categories alternative interventions instead of or in addition to the retention whenever possible; (b) retention in the first grade rather than in kindergarten; (c) earlier ESE screening of students at risk for retention; (d) continued progress monitoring and intervention after the retention year; (e) continued on-level math instruction for students retained for poor reading achievement; and finally, (f) getting the parents of the retained students more involved in the process.The high third grade FCAT Math scores may be attributed to the fact that students are not retained for math difficulties, just reading; ... Question Six How do students retained in the 3rd grade for the first time do on the FCAT Reading and Math tests in later grades? ... These finding are consistent with the research in the Literature Review which found that studentsa#39; performance, as a result of repeating theanbsp;...
|Title||:||An Investigation Into the Use of Retention as an Intervention Strategy for Struggling Students as Measured by Student Success on FCAT in Seminole County|
|Publisher||:||ProQuest - 2008|