Sandi (and others)... What I remember about the research on this is mostly from Linda Darling-Hammond and it's about the training behind the teacher - once again. Her research looks at low-income schools and the dire need for highly qualified (not in the Feds terms, but in professional terms) teachers in those environments. Nobody disputes the need for interventions with struggling students or the fact that it should be done right away. So, the primary aged student had a better shot at success if their needs were addressed asap (I like the idea of "needs being addressed" better than "intervening"....intervening sounds too much like a medical model of diagnose and treat - and I don't believe that model should be used in the education field. Intervention also makes me think of RtI - Response to Intervention - which is probably going to be the downfall of public education in the end.) Sorry, I digress. Anyway, I don't recall specific studies following young struggling students who were NOT retained, but the point they made was that we need to focus on the skills of the teacher and the decisions they make when teaching their students.
"Carrie...I have a question, since you did your dissertation on retention, are there any studies of a child in K or 1st who was a candidate for retention, but was not retained, how that child did as they went through the grades? And this in comparison to a K or 1st who was retained and in comparison to other "low" students who weren't candidates for retention." Carrie K-8, Illinois _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
