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A Study to Test the Effectiveness of an Intervention Program Designed to Reduce Grade Retention and Social Promotion in an Urban Elementary School

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A Study to Test the Effectiveness of an Intervention Program Designed to Reduce Grade Retention and Social Promotion in an Urban Elementary School University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1995 A study to test the effectiveness of an intervention program designed to reduce grade retention and social promotion in an urban elementary school. Willie E. Duff University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Duff, Willie E., "A study to test the effectiveness of an intervention program designed to reduce grade retention and social promotion in an urban elementary school." (1995). Doctoral Dissertations 1896 - February 2014. 5181. https://scholarworks.umass.edu/dissertations_1/5181 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A STUDY TO TEST THE EFFECTIVENESS OF AN INTERVENTION PROGRAM DESIGNED TO REDUCE GRADE RETENTION AND SOCIAL PROMOTION IN AN URBAN ELEMENTARY SCHOOL A Dissertation Presented by WILLIE E. DUFF Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1995 School of Education @ Copyright by Willie E. Duff 1995 All Rights Reserved A STUDY TO TEST THE EFFECTIVENESS OF AN INTERVENTION PROGRAM DESIGNED TO REDUCE GRADE RETENTION AND SOCIAL PROMOTION IN AN URBAN ELEMENTARY SCHOOL A Dissertation Presented by WILLIE E. DUFF Approved as to style and content by: / Esther M. Terry, Member DEDICATION This dissertation is dedicated to my family for their support, love and inspiration. ACKNOWLEDGEMENTS To Mv Committee Dr. Barbara J. Love, it is with great admiration that I extend to you my heartfelt gratitude for your step-by-step guidance given me in completing this dissertation. Your friendly and effective cooperation will always be remembered. Gratitude is also extended to Dr. Patricia G. Anthony and Dr. Esther M. Terry for their supportive and constructive suggestions which enabled me to make this study a success. Your support and encouragement will always be remembered. To Mv Significant Others My sincere thanks to Dr. William V. Fanslow, Dr. Byrd L. Jones, Dr. Richard J. Clark, Dr. Atron A. Gentry and the late Dr. Jimm DeShields who made all of this possible. Working with these educators was a gratifying experience. Sincere thanks are also extended to Mrs. Joan Zabawa for her support given throughout this program. Special thanks to Betty Debman for extending gratis permission to reprint the "Mini Page", a nationally syndicated feature that appears in over 500 newspapers. Copyright Universal Press syndicate. Reprinted with permission. v To Mv Colleagues Special thanks to my friends and colleagues for encouragement, cooperation and support given throughout the course of this endeavor. I am especially indebted to Vivian Archer, Shelia Irby, Bernice Watson and Rosa Wilson for their support and inspiration. To the principals, Albert Burgess and John Anthony, staff, and parents at Ruth K. Webb Elementary School, thanks. Without their input, patience and cooperation, this dissertation would not have come to fruition. vi ABSTRACT A STUDY TO TEST THE EFFECTIVENESS OF AN INTERVENTION PROGRAM DESIGNED TO REDUCE GRADE RETENTION AND SOCIAL MAY 1995 WILLIE E. DUFF, B.S., WINSTON-SALEM TEACHERS COLLEGE M.A., GEORGE WASHINGTON UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Barbara J. Love This study examines the effectiveness of an after school reading improvement program in reducing retention and social promotion in an urban elementary school. The study site was the Ruth K. Webb Elementary School, located in northeast area of Washington, D.C. known as "Ivy City." This site was selected because a significant percentage of at-risk students presented behavioral/discipline problems, poor social adjustment, low motivation and self-esteem to their parents, teachers and school administrators. Study participants were 4th, 5th and 6th grade students who were retained in grade or socially promoted to the next higher grade. Teachers, parents and other volunteers participated in this study. Retention and social promotion are two of the most controversial issues facing educators in many urban school districts. The Ruth K. Webb Reading Improvement Program was designed to address this issue. The program provided students with an opportunity to receive intensive instructional assistance in the area of reading skills deficiency. Study services were available to help students advance along the instructional curriculum at his or her own rate of mastery or achievement. Staff development and parental involvement activities encouraged teachers, support personnel and parents to work with students at different readiness and skill levels, motivate the slow learner and creatively utilize a variety of instructional approaches to solve learning problems. Pre- and post- program questionnaires, conferences and evaluations were used to report the study's findings. Study results showed the Webb's Reading Improvement Program was effective in 1) increasing educational performance for the at-risk students as measured by CTBS, diagnostic testing and test scores, report card grades, promotion/retention data and attendance; 2) improved delivery of instruction through use of new and creative techniques as indicated by individualized instruction services, use of manipulative, visual aids and parental involvement as indicated by rosters and monthly sign-in sheets and; 4) providing an environment where academic success as measured by student, teacher, parent involvement was achieved by the at-risk students. • • • vm TABLE OF CONTENTS Page ACKNOWLEDGEMENTS . V ABSTRACT.vii LIST OF TABLES. xi LIST OF FIGURES.xii Chapter I. INTRODUCTION . 1 Events Leading to the Intervention Program. 4 Statement of the Problem . 5 Purpose of the Study. 7 Setting of the Study. 8 Limitations of the Study . 9 Definitions of Terms . 10 Outline of the Chapters of Study. 12 Summary. 13 II. REVIEW OF THE LITERATURE. 14 Introduction . 14 Grade Retention. 15 Social Promotion . 22 The Rise of Social Promotion. 22 Self-Esteem and Self-Concept . 27 Social Emotional Effects . 31 Personal Adjustment . 33 Parental Involvement and Training . 33 Parent Training . 36 Staff Development. 38 Summary. 42 III. DESIGN OF THE STUDY. 44 Introduction . 44 Purpose of Study. 44 Study Questions. 44 Intervention Design . 45 Study Setting. 46 Study Population/Subjects . 47 Data Collection and Analysis Instruments and Procedures. 48 ix Description of the Implementation of the Program. 49 Assumptions of the Program. 52 IV. DATA ANALYSIS AND FINDINGS. 53 Introduction . 53 Interviews. 57 Parents Interview . 63 Summary of Findings. 79 V. SUMMARY, CONCLUSION AND RECOMMENDATIONS .... 81 Introduction . 81 Summary of Study Findings . 82 Impact of the Intervention Program on Students Who Have Been Retained or Socially Promoted . 83 Effect of the Intervention Program on the Achievement Scores of Students Who Have Been Retained or Socially Promoted . 89 Parental Involvement . 100 Staff Development.101 Implication of Findings . 102 Recommendations Based on Findings . 103 Recommendations for Instructional Improvements . 105 Recommendations for Future Study . 106 Implication for Future Practice . 107 APPENDICES A. CORRESPONDENCE AND QUESTIONNAIRES . 109 B. INDIVIDUAL DIAGNOSTIC REPORT . 121 C. A WORKSHOP PLAN.123 D. THE MINI PAGE.128 E. CONSENT CORRESPONDENCE . 132 F. *LIEBERMAN'S MODELS . 133 G. STUDENT PROGRESS PLANS . 138 BIBLIOGRAPHY . 153 x LIST OF TABLES Table Page 1. Lieberman's Decision-Making Model . 23 2. Schedule for Webb After School Reading Improvement Program . 52 3. First Weekly Evaluation of Students Progress ... 55 4. Mid Session Evaluation of Students Progress .... 56 5. Final Weekly Evaluation of Students Progress ... 57 6. Students Pre-Data Results - (AIMS Test) . 59 7. Students Post-Data Results - (CTBS Test) . 60 8. Factors Viewed by Former Teachers of Program Participating Students . 61 9. Factors Viewed by Present Teachers/Administrators of Program Participating Students . 62 10. Parents Interview/Conference Results . 64 11. Post Program Parents Evaluation . 65 12. Pre and Post Data Results Conferences With Parents During the Planning and Evaluation Period .... 67 13. Reading Diagnostic Test Results for Students in Webb After School Reading Improvement Program.68 14. 67 Overage and Retained Students in Grades 4, 5, and 6 in Ruth K. Webb Elementary School - 1986-1989 . 73 15. Students Evaluation . 84 16. Teachers Evaluation . 86 17. Parents Evaluation . 88 18. Factors as Evidence for Web's After School Reading Improvement Program Success . 97 xi LIST OF FIGURES Figure Page 1. Communication Flow.37 xn CHAPTER I INTRODUCTION Historically, grade retention has been in use since the beginning of compulsory education. At first, retention rates had reached as high as 52 percent by the early 1900's with 70 percent of the retained elementary students in the State of Georgia being over age for their grade (Ebel, 1960; Abidin, Golladay, & Howerton, 1971) . In recent years, the national movement toward raising student promotional standards was rooted in a deep concern about achievement. Educators, parents and the general public were frightened by the widely publicized declines in standardized test scores in recent
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