Publisher(s): Public Policy Institute of California
Author(s): Cannon, Jill S.; Stephen Lipscomb
Funder(s): William and Flora Hewlett Foundation
View Report (24 pages; 1.62MB; PDF)
Area of Focus: Early Learning; Low-Performing Schools
The report examines retention patterns for early elementary students in the Los Angeles Unified School District, risk factors for retention, effectiveness in improving grade-level skills, principalsí attitudes toward retention, and policy implications.
Key Findings and/or Recommendations
=In Los Angeles Unified School District, 7.5 percent of students are retained before the third grade, although retention rates vary across schools, even across schools with similar student populations.
=Students entering school at relatively young ages, boys, children from low-income families, English learners, and Latinos are significantly more likely to be retained in a K-2 grade; having multiple risk factors predicts a much higher likelihood of retention.
=Students who repeat the first or second grade can achieve meaningful gains in grade-level skills in the repeated year.
Focus: Los Angeles Unified School District
Subjects/Keywords: Early Elementary Education; English Learner; Low-Income; Retention
+ Successful strategy
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