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Failure at the first gate: An analys...

Wereley, Megan Elizabeth.

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Failure at the first gate: An analysis of selected factors that influence the decision to retain kindergarten students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Failure at the first gate: An analysis of selected factors that influence the decision to retain kindergarten students./
Author:	Wereley, Megan Elizabeth.
Description:	114 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0514.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3205351
ISBN:	9780542538452

Failure at the first gate: An analysis of selected factors that influence the decision to retain kindergarten students.
Wereley, Megan Elizabeth.

Failure at the first gate: An analysis of selected factors that influence the decision to retain kindergarten students. - 114 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0514.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

This quantitative research considers the factors that influence a teacher's retention decision for kindergarten students. Using longitudinal data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this dissertation examines whether teachers assess their students (and ultimately make retention decisions) based upon objective measures or upon more subjective assessments of student ability. This research also considers the context of subjective assessments, where teachers may make within comparisons of students within a limited population of a specific classroom or grade. In addition, the relative importance of academic and social factors in the retention decision is examined. Findings from this analysis reveal that academic ability (as measured on objective assessments) may influence retention more often than more subjective teacher assessments, especially in the areas of math and literacy. Social factors that are easily observable such as externalizing problem behaviors may also have some limited impact. Teachers also appear to make assessments based upon subjective comparisons among students for social studies and science more often than for literacy and math where more formal, objective measures of ability may be utilized. It was also noted that children with parents from higher socioeconomic classes may be retained at higher levels than wider research has suggested perhaps indicating a recurrence of academic redshirting for kindergarten students. Implications for practice include structuring staff development so that teachers of young children are made aware of the various biases that might exist when assessing students. Efforts should also be made to assist teachers and administrators to explicitly consider all areas of a child's development in the retention decision-making process. It is also important for teachers to recognize the tendency to make comparisons within a limited population (often their own class or grade level) and to consider student achievement in a broader context.

ISBN: 9780542538452Subjects--Topical Terms:

626654
Education, Sociology of.

Failure at the first gate: An analysis of selected factors that influence the decision to retain kindergarten students.
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500 $a Adviser: Aaron Pallas.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a This quantitative research considers the factors that influence a teacher's retention decision for kindergarten students. Using longitudinal data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this dissertation examines whether teachers assess their students (and ultimately make retention decisions) based upon objective measures or upon more subjective assessments of student ability. This research also considers the context of subjective assessments, where teachers may make within comparisons of students within a limited population of a specific classroom or grade. In addition, the relative importance of academic and social factors in the retention decision is examined. Findings from this analysis reveal that academic ability (as measured on objective assessments) may influence retention more often than more subjective teacher assessments, especially in the areas of math and literacy. Social factors that are easily observable such as externalizing problem behaviors may also have some limited impact. Teachers also appear to make assessments based upon subjective comparisons among students for social studies and science more often than for literacy and math where more formal, objective measures of ability may be utilized. It was also noted that children with parents from higher socioeconomic classes may be retained at higher levels than wider research has suggested perhaps indicating a recurrence of academic redshirting for kindergarten students. Implications for practice include structuring staff development so that teachers of young children are made aware of the various biases that might exist when assessing students. Efforts should also be made to assist teachers and administrators to explicitly consider all areas of a child's development in the retention decision-making process. It is also important for teachers to recognize the tendency to make comparisons within a limited population (often their own class or grade level) and to consider student achievement in a broader context.
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