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03463cam a22004818a 4500 001 5A515D2CFBD011DEB3E93EDF5F36B428 003 SILO 005 20100120073657 008 090821s2009 caua b 000 0 eng 010 $a 2009032280 020 $a 0833047787 (pbk. : alk. paper) 020 $a 9780833047786 (pbk. : alk. paper) 035 $a (OCoLC)433549134 040 $a DLC $c DLC $d SILO $d TXA $d IWA $d SILO 043 $a n-us-ny 050 00 $a LB3063 M285 2009 088 $a MG-896-NYCDOE 100 1 $a McCombs, Jennifer Sloan, $d 1970- 245 1 $a Ending social promotion without leaving children behind : $b the case of New York City / $c Jennifer Sloan McCombs, Sheila Nataraj Kirby, Louis T. Mariano. 260 $a Santa Monica, CA : $b RAND, $c 2009. 300 $a xxxiv, 273 p. : $b ill. ; $c 26 cm. 490 1 $a RAND Corporation monograph series 500 $a "The research described in this report was prepared for the New York City Department of Education and conducted within RAND Education."--T.p. verso. 504 $a Includes bibliographical references (p. 263-273). 520 $a Many states and school districts are implementing test-based requirements for promotion at key transitional points in students' schooling careers, thus ending the practice of "social promotion" - promoting students who have failed to meet academic standards and requirements for that grade. In 2003-2004, the New York City Department of Education (NYCDOE), which oversees the largest public school system in the country, implemented a new test-based promotion policy for 3rd-grade students and later extended it to 5th, 7th, and 8th graders. The policy emphasized early identification of children at risk of being retained in grade and provision of instructional support services to these students. NYCDOE asked RAND to conduct an independent longitudinal evaluation of the 5th-grade promotion policy and to examine the outcomes for two cohorts of 3rd-grade students. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive picture of how the policy was implemented and factors affecting implementation; the impact of the policy on student academic and socioemotional outcomes; and the links between the policy's implementation and the outcomes of at-risk students. Two other publications in this series provide a review of the prevailing literature on retention and lessons learned about policy design from top-level administrators across the country. 530 $a Also issued online. 650 0 $a Promotion (School) $z New York $z New York $v Case studies. 650 0 $a Grade repetition $z New York $z New York $v Case studies. 650 0 $a Grade repetition $x Psychological aspects. 650 0 $a Grade repetition $x Social aspects. 650 0 $a Problem youth $z New York $z New York $x Evaluation $v Case studies. 650 0 $a School failure $z New York $z New York $x Prevention $v Case studies. 700 1 $a Kirby, Sheila Nataraj, $d 1946- 700 1 $a Mariano, Louis T. 710 2 $a Rand Education (Institute) 710 1 $a New York (N.Y.). $b Dept. of Education. 830 0 $a Rand Corporation monograph series. 856 41 $z Link to electronic version $u http://www.rand.org/pubs/monographs/2009/RAND_MG894.pdf 941 $a 2 952 $l OVUX522 $d 20231017013341.0 952 $l USUX851 $d 20160825033341.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=5A515D2CFBD011DEB3E93EDF5F36B428 994 $a 02 $b IWAInitiate Another SILO Locator Search