The purpose of the researcher was to examine the outcomes of a year of implementation of academic interventions for students at risk for school failure in grades three and five in a large urban school system. Academic interventions are an alternative to grade retention for at-risk students, providing supplemental instruction in key domains such as English language development, literacy, and mathematics. The sample for the present study was 592 students in grades 3 (n = 349) and 5 (n = 243) at seven urban schools within a large district, where academic interventions had been implemented since 2002. The academic interventions included after school programs, summer school, Saturday Academy (grade 5), and commercial individualized literacy development programs called Great Leaps and Voyager Passport. Student scores prior to and after participation in these programs for an academic year were compared. The relationship of students' socio-economic status and English language proficiency with academic performance prior to and after participation in the interventions was examined as well. The dependent measures were students' scores on the City and State English Language Arts exams and the attainment of benchmark scores. The City English Language Arts test was administered to all 3rd and 5th grade students in the city, and used to make decisions about grade retention or advancement. Results from the present study shed light on the efficacy of academic interventions, and they can assist school district administrators in making decisions about allocation of resources to these programs.The Listening and Writing Strand asks students to listen to a selection and then respond to it in writing. ... The New York State 4th Grade exam (used in this study as a pre-test for Grade 5) ... Day two was the listening selection where a passage is read twice and then students have 60 minutes to complete a graphic organizer anbsp;...
|Title||:||The Success of Educational Interventions in Grades Three and Five in Improving Academic Progress|
|Publisher||:||ProQuest - 2007|