Toward a political explanation of grade retention

Educational Evaluation and Policy Analysis

Volumn 27, Issue 2, 2005, Pages 133-155

  Bali, Valentina A ^a   Anagnostopoulos, Dorothea ^a   Roberts, Reginald ^b,c  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b Rapp Collins Worldwide ^*

^c Rapp Collins Worldwide   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23844545664     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/01623737027002133     Document Type: Review

References (103)

1. Achilles, C., Finn, J., & Bain, H. (1997/1998). Using class size to reduce the equity gap. Educational Leadership, 55(4), 40-43.
2. Achilles, C., Finn, J., & Pate-Bain, H. (2002). Measuring class size: Let me count the ways. Educational Leadership, 59(5), 24-26.
3. Alexander, K., Entwistle, D., & Dauber, S. (2003). On the success of failure (2nd ed.). New York: Cambridge University Press.
4. Anagnostopoulos, D. (2000). Setting standards, failing students: Case studies of the implementation of merit promotion in two Chicago high schools. Unpublished doctoral dissertation, University of Chicago.
5. Anagnostopoulos, D. (2003a). The new accountability, student failure and teachers' work in urban high schools. Educational Policy, 17, 291-316.
6. Anagnostopoulos, D. (2003b, April). Accounting for failure: The social and academic uses of merit promotion in two Chicago high schools. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
7. Bali, V. (2003). Implementing popular initiatives: What matters for compliance? Journal of Politics, 65, 1130-1146.
8. Bianchi, S. (1984). Children's progress through school: A research note. Sociology of Education, 57, 184-192.
9. Biddle, B., & Berliner, D. (2002). Small class size and its effects. Educational Leadership, 59(5), 12-23.
10. Bidwell, C. E., & Kasarda, J. D. (1975). School district organization and student achievement. American Sociological Review, 40, 55-70.
11. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.
12. Burstein, P., Einwohner, R., & Hollander, J. (1995). The success of political movements. In C. Jenkins & B. Klandermans (Eds.), The politics of social protest (pp. 275-295). Minneapolis: University of Minnesota Press.
13. Carnoy, M., Loeb, S., & Smith, T. (2001). Do higher state test scores in Texas make for better high school outcomes? Cambridge, MA: Harvard Civil Rights Project.
14. Chubb, J., & Moe, T. (1990). Politics, markets, and America's schools. Washington, DC: Brookings Institution.
15. Cibulka, J. (2001). The changing role of interest groups in education: Nationalization and the new politics of education productivity. Educational Policy, 15, 12-40.
16. Consortium on Chicago School Research. (1999). Ending social promotion: Results from the first two years. Chicago: Author.
17. Corman, H. (2003). The effects of state policies, individual characteristics, family characteristics, and neighborhood characteristics on grade repetition in the United States. Economics of Education Review, 22, 409-420.
18. Cuban, L. (1976). Urban school chiefs under fire. Chicago: University of Chicago Press.
19. Darling-Hammond, L. (2004, May 28). No Child Left Behind needs more than tests. Pasadena Star News. Retrieved May 10, 2005, from http://ed.stanford.edu/suse/newsbureau/displayRecord.php?tablename= notify1&id=215
20. Dworkin, A. G., Lorence, L., Toenjes, L. A., Hill, A., Perez, N., & Thomas, M. (1999). Elementary school retention and social promotion in Texas: An assessment of students who failed the reading section of the TAAS. Houston, TX: Sociology of Education Research Group, University of Houston.
21. Educational Testing Service. (2001). A measured response: Americans speak on education reform. Princeton, NJ: Author.
22. Eide, E. R., & Showalter, M. H. (2001). The effect of grade retention on educational and labor market outcomes. Economics of Education Review, 20, 563-576.
23. Elliott, M. (1998). School finance and opportunities to learn: Does money well spent enhance students' achievement? Sociology of Education, 71, 223-245.
24. Ellwein, M., & Glass, G. (1989). Ending social promotion in Waterford: Appearances and reality. In L. A. Shepard & M. L. Smith (Eds.), Flunking grades: Research and policies on retention (pp. 151-173). New York: Falmer Press.
25. Evans, W. N., Murray, S. E., & Schwab, R. M. (1997). Schoolhouses, courthouses, and statehouses after Serrano. Journal of Policy Analysis and Management, 16, 10-31.
26. Ferguson, R., & Ladd, H. (1996). How and why money matters: An analysis of Alabama schools. In H. F. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 256-298). Washington, DC: Brookings Institution.
27. Finn, J., & Achilles, C. (1990). Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27, 557-577.
28. Finn, J., Gerber, S., Achilles, C., & Boyd-Zaharias, J. (2001). The enduring effects of small classes. Teachers College Record, 103, 145-183.
29. Foster, J. (1993). Retaining children in grade. Childhood Education, 70, 38-43.
30. Fraga, L., Meier, K., & England, R. E. (1986). Hispanic Americans and educational policy: Limits to equal access. Journal of Politics, 48, 850-876.
31. Fuhrman, S., Clune, W., & Elmore, R. (1988). Research on education reform: Lessons on the implementation of policy. Teachers College Record, 90, 237-257.
32. General Assembly of South Carolina. (2004). General Assembly of South Carolina, 115th Session: Education bills, provisos, and regulations. Columbia, SC: Author.
33. Greene, W. (2002). Econometric analysis (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
34. Grissmer, D. (1999). Class size: Issues and new findings. Educational Evaluation and Policy Analysis, 21, 231-248.
35. Grissmer, D., Flanaga, A., Kawata, J., & Williamson, S. (2000). Improving student achievement: What state NAEP test scores tell us. Santa Monica, CA: Rand.
36. Haney, W. (2000). The myth of the Texas miracle in education. Education Policy Analysis Archives, 8(41). Retrieved May 10, 2005, from http://epaa.asu.edu/epaa/v8n41
37. Hanushek, E. A. (1986). The economics of schooling: Participation and performance. Journal of Economic Literature, 24, 1141-1177.
38. Hauser, R. M. (2001). Should we end social promotion? Truth and consequences. In G. Orfield & M. Kornhaber (Eds.), Raising the standards or raising barriers ? Inequality and high stakes testing in public education (pp. 151-178). New York: Century Foundation.
39. Henig, J., Hula, R., Orr, M., & Pedescleaux, D. (1999). The color of school reform: Race, politics and the challenge of urban education. Princeton, NJ: Princeton University Press.
40. Hess, F. (1999a). Spinning wheels: The politics of urban school reform, Washington, DC: Brookings Institution.
41. Hess, F. (1999b). A political explanation of policy selection: The case of urban school reform. Policy Studies Journal, 27, 459-473.
42. Heubert, J., & Hauser, R. (1999). High stakes: Testing for tracking, promotion and graduation. Washington, DC: National Academy of Sciences.
43. Hochschild, J., & Scott, B. (1998). Governance and reform of public education in the United States. Public Opinion Quarterly, 62, 79-120.
44. Holmes, T. C. (1989). Grade level retention effects: A meta-analysis of research studies. In L. A. Shepard & M. L. Smith (Eds.), Flunking grades: Research and policies on retention (pp. 16-33). New York: Falmer Press.
45. Holmes, C., & Matthews, K. (1984). The effects of nonpromotion on elementary and junior high school pupils: A meta-analysis. Review of Educational Research, 54, 225-236.
46. House, E. (1999). Race and policy. Education Policy Analysis Archives, 7(16). Retrieved May 10, 2005, from http://epaa.asu.edu/epaa/v7n16.html
47. Jackson, G. (1975). The research evidence on the effects of grade retention. Review of Educational Research, 45, 613-635.
48. Jacob, B. (2001). Getting tough? The impact of high school graduation exams. Educational Evaluation and Policy Analysis, 23, 99-122.
49. Karweit, N. (1999). Retention policy. In M. Alkin (Ed.), Encyclopedia of educational research (pp. 1114-1118). New York: Macmillan.
50. Katz, M. (1971). Class, bureaucracy and schools: The illusion of educational change in America. New York: Praeger.
51. Katznelson, I., & Weir, M. (1985). Schooling for all. New York: Basic Books.
52. Kaufman, P., Bradby, D., & Owings, J. (1992). National Education Longitudinal Study of 1988: Characteristics of at-risk students in NELS:88. Washington, DC: U.S. Department of Education.
53. King, G., & Signorino, C. S. (1996). The generalization of the event count model. Political Analysis 6, 225-252.
54. Klein, S., Hamilton, L., McCaffrey, D., & Stecher, B. (2000). What do test scores in Texas tell us? Education Policy Analysis Archives, 8(49). Retrieved May 10, 2005, from http://epaa.asu.edu/epaa/v8n49/
55. Kowalski, T. (1995). Keepers of the flame: Contemporary urban superintendents. Thousands Oaks, CA: Corwin Press.
56. Kruger, A. (2000). Economic considerations and class size. Princeton, NJ: Princeton University, Industrial Relations Section.
57. Labaree, D. (1984). Setting the standard: Alternative policies for student promotion. Harvard Educational Review, 54(1), 67-87.
58. Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. Thousand Oaks, CA: Sage.
59. Lowi, T. (1964). American business and public policy: Case studies and political theory. World Politics, pp. 677-715.
60. Mantzicopoulos, P., & Morrison, D. (1992). Kindergarten retention: Academic and behavioral outcomes through the end of second grade. American Educational Research Journal, 29, 182-198.
61. Mawhinney, H., & Lugg, C. (2001). Interest groups in United States education. Educational Policy, 15, 3-11.
62. McLaughlin, M. (1987). Learning from experience: Lessons from policy implementation. Educational Evaluation and Policy Analysis, 9, 171-178.
63. McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
64. Meier, K., Polinard, J. L., & Wrinkle, R. (2000). Bureaucracy and organizational performance: Causality arguments about public schools. American Journal of Political Science, 44, 590-602.
65. Meier, K., & Stewart, J. (1991). The politics of Hispanic education. Albany: State University of New York Press.
66. Meier, K., Stewart, J., & England, R. (1989). Race, class and education: The politics of second generation discrimination. Madison: University of Wisconsin Press.
67. Mladenka, K. R. (1989). Blacks and Hispanics in urban politics. American Political Science Review, 83, 165-192.
68. Molnar, A., Smith, P, Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (2000). Wisconsin's Student Achievement Guarantee in Education (SAGE) class size reduction program: Achievement effects, teaching, and classroom implications. In M. C. Wang & J. D. Finn (Eds.), How small classes help teachers do their best (pp. 227-277). Philadelphia: Temple University, Center for Research in Human Development and Education.
69. Murnane, R., & Levy, F. (2001). Will standards-based reforms improve the education of students of color? National Tax Journal, 54, 401-415.
70. Nye, B., Hedges, L., & Konstantopoulos, S. (1999). The long-term effects of small classes: A five-year follow-up of the Tennessee Class Size Experiment. Educational Evaluation and Policy Analysis, 21, 127-142.
71. Oakes, J., Wells, S., Makeba, J., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics and resistance to reform. Teachers College Record, 98, 482-510.
72. Peterson, S. E., DeGracie, J. S., & Ayabe, C. R. (1987). A longitudinal study of the effects of retention/promotion on academic achievement. American Educational Research Journal, 24, 107-118.
73. Pierson, L. H., & Connell, J. P. (1992). Effect of grade retention on self-system processes, school engagement and academic performance. Journal of Educational Psychology, 84, 300-307.
74. Polinard, J. L., Wrinkle, R. D., & Meier, K. J. (1995). The influence of educational and political resources on minority students' success. Journal of Negro Education, 64, 463-474.
75. Reynolds, A. (1992). Grade retention and school adjustment: An explanatory analysis. Educational Evaluation and Policy Analysis, 14, 101-121.
76. Roderick, M., Jacob, B., & Bryk, A. (2002). The impact of high-stakes testing in Chicago on student achievement in promotional gate grades. Educational Evaluation and Policy Analysis, 24, 333-357.
77. Rose, L., & Gallup, A. (2000). The 32nd annual Phi Delta Kappa/ Gallup poll of the public's attitude toward the public schools. Bloomington, IN: Phi Delta Kappa International.
78. Royce, J. M., Darlington, R. B., & Murray, H. W. (1983). Pooled analyses: Findings across studies. In Consortium for Longitudinal Studies (Ed.), As the twig is bent: Lasting effects of preschool programs (pp. 411-460). Hillsdale, NJ: Erlbaum.
79. Santoro, W. (1999). Conventional politics takes center stage: The Latino struggle against English-only laws. Social Forces, 77, 887-909.
80. Shepard, L., & Smith, J. (1989). Academic and emotional effects of kindergarten retention in one school district. In L. A. Shepard & M. L. Smith (Eds.), Flunking grades: Research and policies on retention (pp. 16-33). New York: Falmer Press.
81. Shepard, L., Smith, M., & Marion, S. (1996). Failed evidence on grade retention. Psychology in Schools, 33, 251-261.
82. Spillane, J. (1996). School district matter: Local educational authorities and state instructional policy. Educational Policy, 10, 63-87.
83. Spillane, J., & Thompson, C. (1997). Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19, 185-203.
84. State of California. (2004). California Education Code, Section 48070-48070.5. Sacramento, CA: Author.
85. State of Georgia. (2001). Georgia academic placement and promotion policy. Atlanta, GA: Author.
86. State of Texas. (1992). Texas education code. Austin, TX: Author.
87. State of Texas. (1995). Texas education code. Austin, TX: Author.
88. State of Texas. (1999). Texas education code. Austin, TX: Author.
89. Stewart, J., Jr., England, R. E., & Meier, K. J. (1989). Black representation in urban school districts: From school board to office to classroom. Western Political Quarterly, 42, 287-305.
90. Stewart, J., Jr., Meier, K. J., & England, R. E. (1989). In quest of role models: Change in Black teacher representation in urban school districts. Journal of Negro Education, 58, 140-152.
91. Texas Education Agency. (2000). Study of possible expansion of the assessment system for limited English proficient students. Austin, TX: Author.
92. Texas Education Agency. (2002). Grade-level retention in Texas public schools: 2000-01. Austin, TX: Author.
93. Tyack, D. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
94. Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
95. Wagner, T. (1994). How schools change: Lessons from three communities. Boston: Beacon Press.
96. Wells, A., & Crain, R. (1997). Stepping over the color line: African-American students in White suburban schools. New Haven, CT: Yale University Press.
97. Wells, A., & Serna, I. (1996). The politics of culture: Understanding local political resistance to detracking in racially mixed schools. Harvard Educational. Review, 66(1),93-118.
98. Wenglinsky, H. (1997). When money matters. Princeton, NJ: Educational Testing Service, Policy Information Center.
99. Wisconsin Department of Public Instruction. (2000). Suggestions for local school boards in approaching the development of high school graduation and fourth/eighth grade advancement policies: Implementing the provisions of the 1999 Wisconsin Act 9. Madison, WI: Author.
100. Wong, K. (1990). City choices: Education and housing. Albany: State University of New York Press.
101. Wong, K., & Anagnostopoulos, D. (1998). Can integrated governance reconstruct teaching? Lessons learned from two low-performing Chicago high schools. Educational Policy, 12, 19-30.
102. Wong, K., Anagnostopoulos, D., Rutledge, S., Lynn, L., & Dreeben, R. (1999). Implementation of an educational accountability agenda: Integrated governance in the Chicago Public Schools enters its fourth year. Chicago: University of Chicago, Department of Education.
103. Word, E., Johnston, J., Bain, H., Fulton, D., Zaharias, J., Lintz, N., Achilles, C., Folger, J., & Breda, C. (1990). Student/Teacher Achievement Ratio (STAR): Tennessee's K-3 class size study. Final report and final report summary. Nashville: Tennessee State Department of Education.