Thompson198019

graded school

2030
2050-60

1

20
70
social promotion 1

2080

1983

1983

80

2080

20901999

(Quenemoen, Lehr, Thurlow, Thompson,and Bolt ,2000) 14

14

2001

1
Lisa J. Bowman. Grade Retention: Is It a Help or Hindrance to Student Academic Success?[J]. Preventing
43.
School Failure2005493

1983
,

21

2
Gia A. Renaud. Grade Retention: Elementary Teachers Perceptions for Students With and Without
Disabilities[J]. SAGE OPEN, 2013:3. Jimerson, S. On the failure of failure: Examining the association
between early grade retention and education and employment outcomes during late adolescence. Journal of School
Psychology, 1999.
3
. Christenson. Alternatives to Retention and Social Promotion: The Availability of Instructional
Options[J]. Remedial and Special Education, 2005,26(5):259 Thompson, C. L., & Cunningham, E. K.
Retention and social promotion: Research and implications for policy[R]. Washington, DC: Office of Educational
Research and Improvement.
3

Picklo &
Christenson, 2005, 1995-1996
Iowa Tests of
Basic SkillsElaine Allenseorth

2%11.1%

Jimerson & Ferguson,2007
30%-50%,

(National Association of
School Psychologists , 2003)(American Educational Research
Association , 2000)
Roderick & Nagaoka, 2005209021

(Holmes, 1989; Holmes & Matthews, 1984; Jimerson, 2001a)
19251999

a negative effect size

Holmes and Matthews , 1984)
441929
4
198142086924
19891981-1989191925
198963
20012019901999
1,1001,500(Jimerson,
2001a)

Jimerson & Kaufman(2003)

(1989)
549
(Holmes, 1989)
Jimerson,2001a169
5%47%
5%

-.36-.547580

40
(Holmes , 1989)
-.09-.05
-.13-1.386%
(Jimerson, 2001a)
(Byrnes,
1989; Shepard &Smith, 1990)7550

Yamamoto and Byrnes (1987)

20

Anderson, Jimerson, and Whipple (2005)

(Picklo & Christenson, 2005Jimerson etc.2006)

4
Shane R. Jimerson &Phillip Ferguson. A Longitudinal Study of Grade Retention: Academic and Behavioral
Outcomes of Retained Students Through Adolescence[J]. School Psychology Quarterly, 2007:328.

6
90% 5

(Jimerson, 1999)
(Alexander et al., 1999; Ensminger& Slusarick, 1992; Grissom &
Shepard, 1989; Rumberger, 1987)
(Rumberger, 1995)17
Jimerson, Anderson, & Whipple, 2002

Lisa J.Bowman; Picklo & Christenson, 2005Jimerson,etc.2006

(Jimerson, Ferguson,Whipple, Anderson, & Dalton, 2002)

2
20%-50%

Jimerson & Kaufman2003

21
(Jimerson,1999)
1119
20

(Alexander, Entwisle, &Dauber, 2000; Sandoval &

Fitzgerald, 1985;Temple, Reynolds, & Ou, 2000)

5
Gia A. Renaud. Grade Retention: Elementary Teachers Perceptions for Students With and Without
Jimerson, S., Anderson, G. E., & Whipple, A. D.Winning the battle and
Disabilities[J]. SAGE OPEN, 2013:3.
losing the war: Examining the relationship between grade retention and dropping out of high school: 2002.

7

19
Jimerson,etc.2006

Shepard and Smith ,1990p.84

(Cairns & Cairns, 1994; Catterall, 1987;Center for

the Study of Social Policy, 1994;McDill, Natriello, & Pallas, 1986; Steinberg,Blinde,
& Chan, 1984)
the remainder of their education
(Byrd, Weitzman, &Auinger,
1997; Byrd, Weitzman, & Doniger,1996; Resnick et al., 1997; Roderick, 1995)

5.

Bowman, 200521Jimerson & Caufman2003
30%50%
250
140 6

6
Shane R. Jimerson &Phillip Ferguson. A Longitudinal Study of Grade Retention: Academic and
Behavioral Outcomes of Retained Students Through Adolescence[J]. School Psychology Quarterly, 2007: 315.

Dawson, P. A primer on student grade retention: What the research says.Communique, 1998.

(Allensworth, 2004)

7
Gia A. Renaud. Grade Retention: Elementary Teachers Perceptions for Students With and Without
Disabilities[J]. SAGE OPEN, 2013:5. Lorence, J.&Dworkin, A.G. Elementary grade retention inTexas and
reading achievement among racial groups:1994-2002. Review of Policy Research.2006.

20

Jimerson & Ferguson2007educational malpractice

(Jimerson, 2004)

Picklo &
Christenson2005

2090

8Likewise, Darling-Hammond
1998Picklo & Christenson2005Jimerson, Pletcher, Graydon, etc.2006

8
Shane R. Jimerson, etc. Beyond Grade Retention and Social Promotion: Promoting the Social and Academic
Competence of Students [J]. Psychology in the Schools, 2006:91-93.
10
Jimerson & Ferguson, 2007; Norton,2011

Denton(2001)
0-8

1preschool programs

prosocial behaviors
Head Start ProgramsChildParent
Centers

2Early Reading Programs

3Parent Involvement

Bowman2005

11


1Comprehensive schoolwide programs/

Comprehensive Programs to Promote Social and Academic Development

2Summer School and After School Programs

3Looping and Multi-Age Classrooms

4The Un-Graded Primary School Organization

flexible scheduling,
1primary 12primary2

12
5block scheduling

345

6School-Based Mental Health Programs

7Effective Instructional Strategies and Assessment

,
,

8Behavior and Cognitive Behavior Modification

Strategies

9Early Identification Program

13
10

;
,;
(Thurlow , 2002)

Bowman2005

1)

2) /

transition centers
1800
19973,000

9
Susan Stone and Mimi Engel. Same Old, Same Old? Students Experiencesof Grade Retention under Chicagos

Ending Social Promotion Policy[J]. American Journal of Education,2008: 627.

14
3+

(McAfee,1981)
1-919784 SRA

19794 SRA +

(Summer Bridge)
1996
(Roderick & nagaoka, 2005)

15


,10

(McAfee,1981)

Stone & Engel2007

10
Gia A. Renaud. Grade Retention: Elementary Teachers Perceptions for Students With and Without
Disabilities[J]. SAGE OPEN, 2013: 3,8.

16


(Tingle, 2012)

3
17


1Gia A. Renaud. Grade Retention: Elementary Teachers Perceptions for Students

With and Without Disabilities[J]. SAGE OPEN, 2013: 3, 5, 8.

2Lynne R. Tingle, Jason Schoeneberger, and Bob Algozzine. Does Grade Retention
Make a Difference?[J]. The Clearing House, 2012, 85(5).

3M. Scott Norton. Please, Not Another Push to Get Tough on Student Retention[J].
Planning and Changing, 2011, 42(3/4).

4Michael Zwaagstra, and Rodney A. Clifton. An F for Social Promotion[J].

Frontier Centre for Public Policy Backgrounder[J]. 2009,79.

5 Carl B. Frederick and Robert M. Hauser. Have We Put an end to Social Promotion?
Changes in School Progress among Children aged 6 to 17 from 1972-2005[J].
Demography, 2008, 45(3).

6Susan Stone and Mimi Engel. Same Old, Same Old? Students Experiencesof
Grade Retention under Chicagos Ending Social Promotion Policy[J]. American
Journal of Education, 2008: 627.

7Shane R. Jimerson and Phillip Ferguson. A Longitudinal Study of Grade Retention:

Academic and Behavioral Outcomes of Retained Students Through Adolescence[J].
School Psychology Quarterly, 2007: 315, 328.

8Melissa Roderick and Jenny Nagaoka. Retention under Chicago's High-Stakes

Testing Program Helpful, Harmful, or Harmless[J].Educational Evaluation and
Policy Analysis, 2005, 27(4).

9Elaine M. Allensworth. Dropout Rates after High-Stakes Testing in Elementary

18
 School:A Study of the Contradictory Effects of Chicago's Efforts to End Social
Promotion[J]. Educational Evaluation and Policy Analysis, 2005, 27(4).

10Shane R. Jimerson, Sarah M. W. Pletcher, and Kelly Graydon. Beyond Grade

Retention and Social Promotion: Promoting the Social and Academic Competence
of Students [J]. Psychology in the Schools, 2006: 91-93.

11Dawn M. Picklo and Sandra L. Christenson. Alternatives to Retention and Social

Promotion: The Availability of Instructional Options[J]. Remedial and Special
Education, 2005,26(5):259.

12Lisa J. Bowman. Grade Retention: Is It a Help or Hindrance to Student Academic

Success?[J]. Preventing School Failure, 2005, 49(3):43.

13. Elaine M. Allensworth. Ending Social Promotion: Dropout Rates in Chicago

after Implementation of the Eight-Grade Promotion Gate[R]. Consortium on
Chicago School Research, 2004.

14.Shane R. Jimerson and Amber M. Kaufman. Reading, writing, and retention- A

primer on grade retention research[J]. The Reading Teacher, 2003, 56(7).

15.Fran Lehr. Grade Repetion VS. Social Promotion[J]. The Reading Teacher, 1982,
36(2).

19