Subject classification:- Psychology: Developmental; Cognitive Science; Education: Pre-School, Elementary and Secondary

Achievement in the First 2 Years of School: Patterns and Processes (Monographs of the Society for Research in Child Development)

Health, Fitness & Dieting

Alexander, Karl L.

Entwisle, Doris R.

Psychology & Counseling

University of Chicago Press

Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary s

Children, Schools, And Inequality

Alexander, Karl Len

Olson, Linda Steffel

Business & Money

Routledge

This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upwards of half the students may repeat a grade. On the Success of Failure addresses the question of whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through middle school. Focusing on the experience of first, second and third grade repeaters, the volume finds largely positive effects for retention. Test scores and marks, which are low to begin with and get worse over time, improve when retainees get back into the regular promotion sequence, but in most instances repeaters remain above where they had been before being held back. Retention is not the answer to children's problems, but neither is it the source of problems, as much commentary on the practice would have us believe. On the Success of Failure gives evidence that a return to social promotion would be the real disservice to these youngsters and their families.

On the Success of Failure

Dauber, Susan L.

Cambridge University Press

On the Success of Failure: A Reassessment of the Effects of Retention in the Primary School Grades

This study is about the practice of grade retention in elementary schools; a particularly vexing problem in urban school systems. The book describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. It addresses the complex question of whether repeating a grade is helpful or harmful when children are not keeping up with their coursework.

This study is about the practice of grade retention in elementary schools; a particularly vexing problem in urban school systems. The book describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. It addresses the complex question of whether repeating a grade is helpful or harmful when children are not keeping up with their coursework.

Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality  redresses that imbalance. It examines elementary school outcomes (e.g., test scores, grades, retention rates) in light of the socioeconomic variation in schools and neighborhoods, the organizational patterns across elementary schools, and the ways in which family structure intersects with children's school performance. Adding data from the Baltimore Beginning School Study to information culled from the fields of sociology, child development, and education, this book suggests why the gap between the school achievement of poor children and those who are better off has been so difficult to close. Doris Enwistle, Karl Alexander, and Linda Olson show why the first-grade transition—how children negotiate entry into full-time schooling—is a crucial period. They also show that events over that time have repercussions that echo throughout children's entire school careers. Currently the only study of this life transition to cover a comprehensive sample and to suggest straightforward remedies for urban schools, Children, Schools, and Inequality  can inform educators, practitioners, and policymakers, as well as researchers in the sociology of education and child development.

Children, Schools, And Inequality (WESTVIEW SERIES ON SOCIAL INEQUALITY)

Politics & Social Sciences

Steffel Olson, Linda

Sociology

Westview Press

Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary school outcomes (e.g., test scores, grades, retention rates) in light of the socioeconomic variation in schools and neighborhoods, the organizational patterns across elementary schools, and the ways in which family structure intersects with children's school performance. Adding data from the Baltimore Beginning School Study to information culled from the fields of sociology, child development, and education, this book suggests why the gap between the school achievement of poor children and those who are better off has been so difficult to close. Doris Enwistle, Karl Alexander, and Linda Olson show why the first-grade transition—how children negotiate entry into full-time schooling—is a crucial period. They also show that events over that time have repercussions that echo throughout children's entire school careers. Currently the only study of this life transition to cover a comprehensive sample and to suggest straightforward remedies for urban schools, Children, Schools, and Inequality can inform educators, practitioners, and policymakers, as well as researchers in the sociology of education and child development.

Children, Schools, And Inequality (Social Inequality S)

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Books by Entwisle, Doris R.

See the best price to sell, buy, or rent books by Entwisle, Doris R.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Achievement in the First 2 Years of School: Patterns and Processes (Monographs of the Society for Research in Child Development)

Children, Schools, And Inequality

On the Success of Failure

On the Success of Failure: A Reassessment of the Effects of Retention in the Primary School Grades

On the Success of Failure: A Reassessment of the Effects of Retention in the Primary School Grades

Children, Schools, And Inequality (WESTVIEW SERIES ON SOCIAL INEQUALITY)

Children, Schools, And Inequality (Social Inequality S)