Date of Award
1985
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
Problem. Studies since the 1920s have produced conflicting results as to the value of nonpromotion when used as anEducational strategy to increase academic achievement. This study probed the relationships between academic achievement and student nonpromotion by examining these factors: (1) academic achievement of nonpromoted students as compared to that of their re-entry peers; (2) the longitudinal effects of nonpromotion; (3) the grade level at which the retention occurred; (4) the sex link; (5) kindergarten attendance of the retainee. Method. Fifty nonpromoted males and 50 nonpromoted females retained only once in any grade K through four, from the Gary Community School Corporation, were studied. Data were obtained from school corporation records and analyzed using analysis of variance and Chi Square. Standardized test scores in reading, mathematics and combined (reading and mathematics) were used to measure academic achievement. Conclusions. (1) Nonpromotion does not improve longitudinal reading achievement and may result in a loss of percentile ranking by grade six. (2) Nonpromotion does not improve longitudinal mathematics achievement and the total gain at grade six may be small. (3) Nonpromotion does not improve longitudinal combined (reading and mathematics) achievement and may result in a loss of percentile ranking by grade six. (4) Neither longitudinal reading, mathematics nor combined (reading and mathematics) achievement is influenced by the grade level of retention. (5) Males are more likely to be retained than females even when there is no difference in their academic achievement. (6) Nonpromoted males and females ultimately score at the same level regardless of the grade level of retention. (7) Students who attend kindergarten are less likely to be retained: their longitudinal academic achievement is significantly higher than that of students who do not attend kindergarten. (8) Longitudinal academic achievement is not improved by the combined influence of kindergarten attendance and grade level of retention. (9) Nonpromoted students may score higher on standardized tests than a large percentage of their promoted peers. (10) Nonpromotion is an ineffective mechanism when used to increase the academic achievement of elementary school students. Furthermore, it may be detrimental to longitudinal academic achievement.
Recommended Citation
Catherine, Penny Pitts, "Student Nonpromotion Effects Upon Elementary Academic Achievement (In-Grade Retention, Wastage, Sex Differences, Failure, Kindergarten Attendance)" (1985). All-Inclusive List of Electronic Theses and Dissertations. 867.
https://scholars.indianastate.edu/etds/867