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Can Unlike Students Learn Together? : Grade Retention, Tracking, and Grouping - Margaret C. Wang

Can Unlike Students Learn Together?

Grade Retention, Tracking, and Grouping

By: Margaret C. Wang (Editor), Herbert J. Walberg (Editor), Arthur J. Reynolds (Editor)

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Published: 1st January 2004
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For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views. Initial versions of the chapters were discussed at a national invitational conference sponsored by the Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory, at Temple University Center for Research in Human Development and Education (CRHDE) through a contract with the former Office of Educational Research and Improvement (OERI), now the Institute of Education Sciences (IES) of the U.S. Department of Education. At the conference, the chapter authors benefited from discussions with one another, other scholars, policymakers, educators, and parents. Their recommendations are reported in the last chapter.

Prefacep. vii
Introduction and Overviewp. 1
Dropout in Relation to Grade Retention: An Accounting of the Beginning School Studyp. 5
Grade Retention and School Dropout: Another Look at the Evidencep. 35
Is Grade Retention Educational Malpractice? Empirical Evidence from Meta-Analyses Examining the Efficacy of Grade Retentionp. 71
Race-ethnicity, Social Background, and Grade Retentionp. 97
Race Effects on Ability Group Outcomesp. 115
Classroom Organization and Instructional Qualityp. 141
Grouping, Tracking, and De-tracking: Conclusions from Experimental, Correlational, and Ethnographic Researchp. 157
Understanding Research on the Consequences of Retentionp. 183
Recommendations and a Personal Viewp. 203
About the Contributorsp. 209
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9781593111144
ISBN-10: 1593111142
Series: Research in Educational Productivity
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 224
Published: 1st January 2004
Publisher: Information Age Publishing
Country of Publication: US
Dimensions (cm): 23.4 x 15.6  x 1.2
Weight (kg): 0.32