Three-quarters of Chicago teachers viewed retention as improving students' long-term chances of success¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2007: local conditions change quickly

Subclaims¶

q2 i? In 1999, three-quarters of Chicago teachers felt retention improved students' long-term chances of success, though they expressed greater concern about immediate impacts on self-esteem and school liking. → Jacob 2004

Evidence¶

Jacob 2004¶

Jacob, R. T., Stone, S., & Roderick, M. (2004). Ending Social Promotion: The Response of Teachers and Students. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/ending-social-promotion-response-teachers-and-students

q2 · i? · associational · r2

1999 CPS teacher survey on attitudes toward the practice of grade retention. The report also notes "Forty-five percent of teachers surveyed in 1999 wor- ried that ‘students begin to dis- like school after being held back,’" and 48 percent agreed retention negatively affected self-esteem.

"Consistent with the na- tional studies, three-quarters of Chicago teachers felt that reten- tion improved students’ long- term chances of success."

Discussion¶

Related Claims¶

• Principals expressed somewhat greater concern about retention's negative effects than teachers — related
• Approximately 40 percent of educators reported spending less time on social studies and science as a result of the promotion policy — related
• Two-thirds of teachers and 72 percent of principals believed the threat of retention motivated students to work harder — related
• Teachers and principals reported the policy made them feel extra responsibility and more sensitive to student needs — related