View in EDS HTML Full Text PDF Full Text

Evaluating the Impact of National Educational Policy to Reduce Retention and Increase Achievement in Compulsory Education

Saved in:
Bibliographic Details
Title: Evaluating the Impact of National Educational Policy to Reduce Retention and Increase Achievement in Compulsory Education
Language: English
Authors: Barata, M. Clara, Calheiros, M. Manuela, Patrício, Joana Nunes, Graça, João, Lima, M. Luisa
Source: Elementary School Journal. Sep 2015 116(1):149-171.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 23
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Educational Policy, Public Policy, School Holding Power, Academic Persistence, Academic Achievement, Compulsory Education, Program Effectiveness, Class Size, Student Characteristics, Individualized Instruction, Grade Inflation
Geographic Terms: Portugal
DOI: 10.1086/682748
ISSN: 0013-5984
Abstract: Despite the accumulated evidence that retention is an ineffective and potentially harmful remedial strategy, several countries struggle with high levels of retention in compulsory schooling. This article provides evidence of the impact of the Portuguese national educational policy "Programa Mais Sucesso Escolar" (PMSE) using class size, class composition, and differentiated instruction to reduce student retention and increase achievement. We found that PMSE significantly reduced retention, but had mixed effects on educational achievement, pointing to evidence of grade inflation on teacher-determined measures of achievement. In the discussion, we analyze the implications of these results for policy, practice, and program evaluation research.
Abstractor: As Provided
Number of References: 56
Entry Date: 2015
Accession Number: EJ1077335
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Despite the accumulated evidence that retention is an ineffective and potentially harmful remedial strategy, several countries struggle with high levels of retention in compulsory schooling. This article provides evidence of the impact of the Portuguese national educational policy "Programa Mais Sucesso Escolar" (PMSE) using class size, class composition, and differentiated instruction to reduce student retention and increase achievement. We found that PMSE significantly reduced retention, but had mixed effects on educational achievement, pointing to evidence of grade inflation on teacher-determined measures of achievement. In the discussion, we analyze the implications of these results for policy, practice, and program evaluation research.
ISSN:0013-5984
DOI:10.1086/682748