The objectives stated for this investigation were: (1) to determine if retaining a student one or more years in the K-5 grades makes any difference in his/her achievement in reading on the statewide assessment test; (2) to determine if retaining a student one or more years in the K-5 grades makes any difference in his/her achievement in math on the statewide assessment test; (3) to determine if school entry age of retained students makes any difference in fifth grade students' performance on the statewide assessment test; (4) to compare black and white retained students' fifth grade math scores on the statewide assessment test to determine if there is any difference; (5) to compare the math scores on the statewide assessment test of fifth grade black students with fifth grade white students who have not been retained; (6) to compare black and white retained students' reading test scores to determine if there is any difference; (7) to compare the reading test scores of black and white students who have not been retained to determine if there is any difference; and (8) to compare test scores in the areas of math and reading between fifth grade boys and girls who were retained and those who were promoted. / The population was composed of fifth grade students in eighteen elementary schools in Bay County, Florida. A stratified random sample was used to select students from the total population of fifth grade students. An effort was made to balance the population as to race, sex, retained and not retained students. / Data were collected from reading and math sections of the fifth grade Florida Statewide Assessment Test and students' permanent records. The t Test of significance of difference between means was used to analyze the data. / The conclusions from the study were: (1) Students who were retained scored lower in reading on the Florida Statewide Assessment Test than those who were not retained. (2) Students who were retained scored lower in math on the Florida Statewide Assessment Test than those who were not retained. (3) School entry age did not appear to make any difference in students' performance on the Statewide Assessment Test. (4) White retained students scored higher than black retained students on the math and reading sections of the Statewide Assessment Test. (5) White students who had not been retained scored higher on the math and reading sections of the Statewide Assessment Test than black students who had not been retained. (6) Girls who had not been retained scored higher than boys who had not been retained in the area of reading. (7) Retained girls scored higher than retained boys in the area of reading. (8) There was no significant difference in the math scores of retained boys and girls on the Florida Statewide Assessment Test. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0182. / Thesis (Ph.D.)--The Florida State University, 1979.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74027 |
| Contributors | MOORE, SUE GAFFORD., The Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 127 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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