The literacy skills of students have become a significant concern among legislators and educators. The federal government has responded to this by enacting legislation that increases state accountability to provide evidence-based interventions to struggling readers. In response, the State of Florida has mandated mandatory retention for third-grade students who are at risk for reading failure. Third-grade students who do not pass the Florida comprehensive Assessment Test-Reading (FCAT) are retained. Students who score at Level 1 are retained, and students who scored at Levels 2 through 5 are promoted. Research has indicated that retention has been an ineffective intervention to improve academic performance. However, it is difficult to compare research findings with Florida’s current retention plan. Previous research has not delineated the intervention strategies that were utilized during the retention year. Florida requires that all students are provided evidence-based reading remediation. The purpose of this study was to explore the association of Florida’s model of student progression and academic achievement. More specifically, the study investigated the academic outcomes of third-grade students who scored within 10 scaled score points below the student progression achievement cut-off, attained a Level 1 designation in 2003 and were retained, and students who scored within 10 scaled score points above the student progression achievement cut-off, attained a Level 2 designation in 2003 and were promoted to fourth grade. Results indicated that 87% of the higher performing retained students subsequently scored at Level 2 or higher in 2004 while 67% of the promoted, low achieving student scored at Level 2 or higher in 2004. Furthermore, gender, SES and race were significantly associated with the reading outcomes of higher achieving retained and promoted, low achieving students. This study contributes to the literature by examining the outcomes of a retention model within a framework of academic remediation. In addition, the utility of high stakes testing and retention decisions were also examined. Future implications for research include direct comparisons of retained and promoted students, a longitudinal research design to examine the long-term effects of retention, and the identification of more effective services and intervention strategies to target at-risk students.

Doctor of Philosophy(PhD) / This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

Doctor of Philosophy(PhD) / This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]