After the promotion gate, general education eighth graders were retained at far higher rates while retention of students with disabilities fell, raising the disabled share of ninth graders¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2005: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Before 1995–96, eighth graders with disabilities were retained at higher rates than general education students; after the gate this reversed — general education retention rose from 2.1 to a high of 14.4 percent while retention of students with disabilities fell to 4.7 percent. → Shazia Rafiullah Miller and Robert M. Gladden 2002
Evidence¶
Shazia Rafiullah Miller and Robert M. Gladden 2002¶
Shazia Rafiullah Miller and Robert M. Gladden. (2002). Changing Special Education Enrollments: Causes and Distribution Among Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/changing-special-education-enrollments-causes-and-distribution-among-schools
q2 · i? · associational · r2
Retention trend analysis of eighth graders with and without disabilities, 1993–94 to 1999–00 (Figure 6). Because students with disabilities promote via IEP requirements, more passed into high school while general education retention rose, reducing the number of general education ninth graders and raising the disabled proportion.
"the rate of retention for students with disabilities rose from 7.3 to 9.2 percent, but then it fell to 4.7 percent by 1999–00. At the same time, general education students were substantially more likely to be retained; their rate of retention rose from 2.1 percent to a high of 14.4 percent"
Discussion¶
Learner Variables¶
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Eighth-grade retention rates surged from under 2 percent prepolicy to 8.3 percent in the first policy year, peaking at 11.1 percent — related
- Students were identified for special education after failing the promotion gate, not before taking it — related
- Ninth graders with disabilities were heavily concentrated in neighborhood and vocational high schools, driven by general education students choosing other school types — related
- The eighth-grade promotion gate had the largest impact on ninth-grade enrollment, with almost 2,900 fewer students advancing in fall 1998 — related
- Special education enrollment in ninth grade rose from 11.5 percent in 1993-94 to 16.4 percent in 1999-00, concentrating students with disabilities in neighborhood high schools — related
- Eleven struggling neighborhood high schools saw special education entry rise from 16 to 30 percent, and learning-disabled ninth graders were increasingly separated in English classrooms — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cps-promotion-gate-shifted-retention-to-general-education |
title |
After the promotion gate, general education eighth graders were retained at far higher rates while retention of students with disabilities fell, raising the disabled share of ninth graders |
description |
After the promotion gate, general education eighth graders were retained at far higher rates while retention of students with disabilities fell, raising the disabled share of ninth graders |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2002 |
recheck_by |
2005 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shazia-rafiullah-miller-and-robert-m-gladden-2002 |
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