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NC Early Grade Retention in the Age of Accountability. Sharon Palsha, Ph.D UNC-CH School of Education/FPG Fellow Kindergarten Readiness Issues Group Partners in Research Forum. Mary Bushnell, NC Child Care Resource & Referral Network Dick Clifford, FPG Diane Early, FPG

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nc early grade retention in the age of accountability

NC Early Grade Retention in the Age of Accountability

Sharon Palsha, Ph.D

UNC-CH School of Education/FPG Fellow

Kindergarten Readiness Issues Group

Partners in Research Forum

kindergarten readiness issues group partners in research forum
Mary Bushnell, NC Child Care Resource & Referral Network

Dick Clifford, FPG

Diane Early, FPG

Engin Konanc, NC Department of Public Instruction

Kelly Maxwell, FPG

Sharon Palsha, FPG & UNC School of Education

Lucy Roberts, NC Department of Public Instruction

Kindergarten Readiness Issues Group Partners in Research Forum
slide4

% Retained in NC by Grade

1991-92 vs. 2001-02

average expenditures per child in 2001 02
Average Expenditures per Child in 2001-02*

*Per pupil capital expense, 5-year average

slide9

% Retained in NC by Grade

2001-02 vs 2005-06

slide10

% Retained in NC by Grade

1991-92 vs. 2001-02

what does research say about retention in the early grades1
Retention in early grades is harmful, especially before 2nd grade (Alexender, Entwisle, and Dauber, 2003; Shepard and Smith, 1987, 1989)

Much of research across all grades suggests that retention is not helpful (Holmes, 1989)

Retention is associated with school dropout (NC Education Research Council, 1999)

What does research say about retention in the early grades?
dropout events1
2005- 06 - 9th -12th Grade - 22,180

2006-07 - 9th- 12th Grade - 23, 550

5.24 % increase from previous year

Dropout Events
alternatives to retention
Interventions start early

Interventions occur in the context of the regular classroom setting

Coordination is key

Parents are involved

Afterschool support is offered

Enriched summer experiences are offered

Alternatives to retention
alternatives to retention continued
Literacy is emphasized

Professional development is critical

Connections are made with community resources

Staff have a “CAN DO” attitude - do everything possible to have every child succeed

Alternatives to retention continued
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