Ending Social Promotion [microform] : Early Lessons Learned. A Report on Early Lessons Learned in the Efforts To End Social Promotion in the Nation's Public Schools / Caroline Eisner, Ed
- Bib ID:
- 5676182
- Format:
- Book and Microform
- Author:
- Office of Elementary and Secondary Education (ED), Washington, DC
- Online Version:
- https://eric.ed.gov/?id=ED448234
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2000
- 21 p.
- Summary:
-
This report presents information from a conference of leaders from districts and states that have been implementing policies to end social promotion. Discussions examined: goals for ending social promotion; promising intervention strategies (using comprehensive accountability systems, using multiple measures to determine grade placement, offering extended learning time for at-risk students, restructuring school days to provide in-class support, and offering professional support to teachers and principals); major challenges (finding time and resources to provide teachers with necessary professional development opportunities and building public support for higher standards); and general principles and experiences that should influence future practices and policies (e.g., the idea that if the money is not available to put support systems in place, do not talk about accountability, and policies that increase student accountability can also have profound effects on teachers). The vision of school improvement held by teachers, administrators, and political leaders must be comprehensive. No such policy can be implemented without providing additional educational opportunities for students. Multiple student assessment measures must be used. Support for such policies must be developed by explaining to parents and teachers that greater rigor will be expected of students, but safeguards are in place for handling problems that occur. (SM)
- Notes:
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2000
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Comprehensive School Reform Demonstration Program [microform] : Raising Student Achievement through Research-Based Reforms That Strengthen the Entire School
- Allocations to Public Charter Schools Under Title I, Part A of the Elementary and Secondary Education Act (ESEA). Nonregulatory Guidance [microform]
- Guidance on the Supreme Court's Decision in "Agostini v. Felton" and Title I (Part A) of the Elementary and Secondary Education Act [microform]
- The Use of Scientifically Based Research in Education. Working Group Conference Proceedings (Washington, D.C., February 6, 2002) [microform]
- Community Participation in the Impact Aid Program. Special Impact Aid Provisions for Local Education Agencies That Claim Entitlements Based on the Number of Children Residing on Indian Lands, Public Law 81-874 [microform]