Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 50-53).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 50-53). Also available in print.

The purpose of the study was to determine possible relationships existing between elementary student retention and academic performance, as measured by standardized achievement tests legally mandated by state initiatives in minimum competency testing, for a four year period beginning with the year culminating in retention. The study also attempted to determine if the relationship is affected by the grade level of retention, gender, ethnicity, or mental aptitude.Subjects of the study were 220 elementary students from a large metropolitan school district in central Indiana, half of whom had been retained in grades one or two, and half of whom were randomly selected and had never been retained. Using achievement data collected from the MacMillan/McGraw-Hill standardized achievement tests, CTB/4 and CAT E/F, the relationships of achievement scores in reading, language expression, and mathematics between and within the two groups were analyzed. Mental aptitude data from The Test of Cognitive Skills (CTB MacMillan/McGrawHill), and data on gender and ethnicity, were also examined to determine the effect of these variables. Multivariate analysis of variance and multiple regression analysis were employed to analyze the various relationships using the P<.05 level of significance.The study found that (a) for the longitudinal period, retained student performance did not reach the-mean of the promoted group; (b) grade level of retention yielded different longitudinal patterns of performance, but did improve the relationship between retained and promoted student performance in either grade; and (c) mental aptitude, but not gender and ethnicity, was significantly related to student performance.The study concluded that (a) retention is not effective in raising substandard performance to promoted peer levels over a four year period, (b) retention is most effective for improving performance in the repeated year, (c) students retained at grade two maintain performance gains better than students retained in grade one, and (d) mental aptitude plays a significant role in the evaluation of the effectiveness of retention. / Department of Educational Leadership

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 82-91). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--University of Chicago, Department of Education, December 2000. / Includes bibliographical references (p. 253-259). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 106-109).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 106-109). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

<p>The purpose of this study was to investigate parents&rsquo / and educators&rsquo / perceptions of factors influencing high rate of academic failure of learners in Clarke Estate primary schools. A quantitative, descriptive study design was used in this study. A descriptive study is used to gain information about characteristics within a particular field of study. The instrument used was a research questionnaire as it is a quick and cheap instrument to obtain a lot of information covering a large area within a relatively short time. The study population was confined to two schools in Clarke Estate. The participants were randomly selected. The sample from the two selected schools comprised twenty educators and two hundred parents. The sample was heterogeneous, comprising both male and female.</p>