Grade retention rates among students with learning disabilities. Except Child 1992 May;58(6):548-54
Date
05/01/1992Pubmed ID
1592080DOI
10.1177/001440299205800609Scopus ID
2-s2.0-0026855833 (requires institutional sign-in at Scopus site) 21 CitationsAbstract
This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987-88 school year in Indiana. Of these students, 58% had been retained before identification. The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.
Author List
McLeskey J, Grizzle KLAuthor
Kenneth L. Grizzle PhD Associate Professor in the Pediatrics department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
AchievementAdolescent
Child
Education, Special
Eligibility Determination
Female
Humans
Indiana
Male
Remedial Teaching