LEADER 03977nam 22006134a 450 001 9910220153003321 005 20200520144314.0 010 $a0-8330-4940-2 035 $a(CKB)2670000000014543 035 $a(EBL)510398 035 $a(OCoLC)593351441 035 $a(SSID)ssj0000337222 035 $a(PQKBManifestationID)11260832 035 $a(PQKBTitleCode)TC0000337222 035 $a(PQKBWorkID)10288425 035 $a(PQKB)10671436 035 $a(Au-PeEL)EBL510398 035 $a(CaPaEBR)ebr10375774 035 $a(MiAaPQ)EBC510398 035 $a(EXLCZ)992670000000014543 100 $a20090821d2010 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEnding social promotion without leaving children behind $ethe case of New York City /$fJennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano, editors 205 $a1st ed. 210 $aSanta Monica, CA $cRAND$d2010 215 $a1 online resource (309 p.) 225 1 $aRAND Corporation monograph series 300 $aDescription based upon print version of record. 311 $a0-8330-4778-7 320 $aIncludes bibliographical references (p. 263-273). 327 $aCover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE - Introduction; The Current Study; Contribution of the Study; Terminology; Organization of This Monograph; CHAPTER TWO - What We Know About the Effects of Grade Retention and Implementation of Promotion Policies; Methods; Characteristics of Retained Students; Effects of Grade Retention on Students' Academic and Nonacademic Outcomes; Effect of Supportive Components of Promotion Policies on Student Achievement; Summary 327 $aCHAPTER THREE - Context and Conceptual Framework for Understanding New York City's Promotion Policy New York City's Reform Initiative; Conceptual Framework; Major Research Questions; Summary; CHAPTER FOUR - Data and Methods; Data; Methods; Study Limitations; Summary; CHAPTER FIVE - School-Provided Support for Students: Academic Intervention Services; CHAPTER SIX - Implementation of the Policy: Saturday and Summer Schools; CHAPTER SEVEN - Performance of 5th Graders in New York City and Overall Performance Trends in New York State 327 $aCHAPTER EIGHT - Measuring the Effect of Supportive Interventions on Proximal-Year Student Achievement CHAPTER NINE - Future Outcomes of Students at Risk of Retention; CHAPTER TEN - The Impact of New York City's Promotion Policy on Students' Socioemotional Status; CHAPTER ELEVEN - Conclusions and Policy Implications; APPENDIX A - Technical Appendix for Achievement Models; APPENDIX B - Supporting Data for Chapter Five; APPENDIX C - Supporting Data for Chapter Seven; APPENDIX D - Supporting Data for Chapter Ten; APPENDIX E - Data and Analyses for 3rd-Grade Cohorts; References 330 $aThe New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade. 410 0$aRand Corporation monograph series. 606 $aPromotion (School)$zNew York (State)$zNew York$vCase studies 606 $aGrade repetition$zNew York (State)$zNew York$vCase studies 615 0$aPromotion (School) 615 0$aGrade repetition 676 $a371.2/8097471 700 $aMcCombs$b Jennifer Sloan$f1970-$0910122 701 $aKirby$b Sheila Nataraj$f1946-$0895909 701 $aMariano$b Louis T$0913865 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910220153003321 996 $aEnding social promotion without leaving children behind$92047539 997 $aUNINA