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The Effect of Nonpromotion on the Achievement of Groups Matched from Retained First Graders and Promoted Second Graders
Virginia Dobbs and Donald Neville
The Journal of Educational Research
Vol. 60, No. 10 (Jul. - Aug., 1967), pp. 472-475
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27531932
Page Count: 4
You can always find the topics here!Topics: Arithmetic, Children, Reading achievement, Academic achievement gains, Grade levels, Achievement tests, Educational research, Classrooms, School year, Socioeconomics
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Thirty pairs of first- and second-grade children were matched on: (a) race, (b) sex, (c) socio-economic level, (d) type of classroom assignment, (e) age, (f) mental ability, and (g) reading achievement. Each pair consisted of a once-retained first grader and a never-retained second grader. The children were white, low socio-economic slow learners from urban areas. Metropolitan Achievement Test scores for 1962, 1963, and 1964 were used as a measure of the reading and arithmetic achievement gain of the two groups over the two-year period of the study. The t test for matched pairs, using the data on the 30 matched pairs, showed both the reading and arithmetic achievement gain of the promoted group to be significantly greater than that of the nonpromoted group during the first year of the study. An analysis of variance, using the data on the 24 matched pairs whose achievement scores were available the second year of the study, showed both the reading and arithmetic achievement gain of the promoted group to be signicantly greater than that of the nonpromoted group over the two-year period of the study. It was concluded that nonpromotion was not an aid to achievement.
The Journal of Educational Research © 1967 Taylor & Francis, Ltd.