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Essay / Research Paper Abstract
This is a 9 page paper about early intervention programs. The essay begins with comments about the negative effects of both social promotion and retention and the fact that early intervention can prevent the need for these actions. The essay discusses some programs that have shown positive results with at-risk children, including African-American students. The findings from the projects/programs are reported. Bibliography lists 8 sources.
Page Count:
9 pages (~225 words per page)
File: MM12_PGerlrd.rtf
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Unformatted sample text from the term paper:
students behavior, attitude, and attendance" and "Social promotion undermines students futures when they fail to develop critical study and job-related skills" (Johnson, 2001). Furthermore, both retention and social promotion is
more likely to result in the student dropping out of school altogether (Johnson, 2001). Interestingly, grade retention rates have increased by about 40 percent over the last two decades
and are estimated at 15 percent per school year (Johnson, 2001). The highest retention rates are "among the poor, minority, inner-city youth" (Johnson, 2001). Boys are held back more often
than girls (Johnson, 2001). The population most often socially promoted is the same as those who are retained. In todays world of accountability, what should schools do to reduce
or eliminate social promotion and retention? Intervention programs are working in some places. Johnson (2001) reported that social promotion tries to fix a problem when the problem of low performance
needs to be prevented. Early intervention has been found to be one of the successful strategies that can prevent the problem (Johnson, 2001). The essential factor is to
identify students who will need extra help early in their school career (Johnson, 2001). Emily Rodgers, assistant professor of education at Ohio State, said: "Intervening early with systematic, one-to-one teaching
can help children having the greatest difficulty learning to read" (Grabmeier, 2004). Schmitt (2001) cited Slavin, Karweit, and Wasik, who said: "success in the early grades does not guarantee success
throughout the school years and beyond, but failure in the early grades does virtually guarantee failure in later schooling." Other researchers have concluded: "early interventions can reduce the incidence of
learning disability placements and long-term remedial instruction" (Schmitt, 2001). In fact, one very large study showed that early literacy interventions reduce the number of referrals for special education assessments and
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