Student Success Initiative LITE

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Student Success Initiative LITE

• Elementary Principals Network
• ESC Region XIII

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objectives

• Legal
• Review the legal underpinnings of the Student
  Success Initiative
• Instructional
• Discuss ways to ensure the success of all
  students
• Technical
• Review all of the required and suggested forms
• Ethical
• Review the intended and unintended outcomes of
  the Student Success Initiative

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student success initiative
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student success initiative
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student success initiative

• TAKS March 4
• Passesgt Local Policy gt Go to Grade 4
• Failsgt Intensive Intervention gt21 days
• TAKS April 30
• Passesgt Local Policy gtGo to Grade 4
• Failsgt Grade Placement Committee Meets
• Intensive Intervention in Summer
• Alternate Assessment
• TAKS July 8
• Passesgt Local Policy gtGo to Grade 4
• Failsgt Automatically retained in Grade 3 UNLESS
  the PARENT appeals
• Failsgt Grade Placement Committee Meets
• Considers appeal against district criteria
• Votes to promote or retain (must be unanimous)
• Develops Plan for acceleration or Grade 3 or
  Grade 4

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taas reading 2002
1 in 5 students not passing 44,444 students
statewide
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retention data (1999-2000 data, TEA 2002)

• Retention rate for all grades was 4.7 percent
• Grade 1 - 6.3, Grade 9 - 17.7
• Disparities in retention rates across ethnic
  groups were significant
• Hispanic and African American students were more
  than twice as likely to be retained as White
  students (elementary)
• One out of four Hispanic students in Grade 9 did
  not accumulate enough credits to advance to Grade
  10
• Academic performance
• Promoted students 81.3 and 92.2
• Retained students 17.8 to 53.7 (60.5 to 82.7
  passed at the end of their second year)
• Of the Grade 3 students who did not pass the
  Reading TAAS, 10.4 percent were retained in Grade
  3

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retention rates
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retention and dropout rate

• TEA Research (1996)
• Being overage for grade is one of the primary
  predictors of dropping out of school in later
  years
• One consequence of being retained in the same
  grade is being overage for grade
• Being overage doubles the likelihood of students
  being retained, which in turn makes them yet
  another year older than their classmates
• Being overage for grade is a better predictor of
  dropping out than underachievement

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effects of retention (NASP 1998)

• Research Findings
• Some groups of children are more likely to be
  retained than others
• Retention is generally associated with poorer
  academic achievement
• Initial achievement gains decline within 2-3
  years of retention
• Children who are the most delayed are most likely
  to be harmed by retention
• Retention is associated with significant
  increases in behavior problems

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effects of retention (NASP 1998)

• Research Findings
• Students who were retained are more likely to
  drop out of school compared to students who were
  never retained, even when controlling for
  achievement levels.
• The probability of dropping out increases with
  multiple retentions. Even for single retentions,
  the most consistent finding from decades of
  retention research is the high correlation
  between retention and dropping out.

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effects of social promotion

• Passing students on to the next grade when they
  are unprepared neither increases student
  achievement nor properly prepares students for
  college and future employment
• Success in any phase of the curriculum depends on
  mastery of prerequisite skills
• Students entering high school with inadequate
  skills are unable to make the adjustments
  required for academic success
• Social promotion can give parents and students a
  false sense of accomplishment, which can have
  detrimental consequences in later life

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next steps

• Teacher overview
• Run list of students
• Plan interventions based on student needs
• Review policy
• Content overview
• Evaluate resources