The effects of retention and promotion legislation on selected school districts in California

This study examined the extent to which selected California school districts provided intervention programs as required by promotion and retention legislation. Three districts in San Bernardino and Riverside Counties with average daily attendance at or above 15,000 were selected based on size, grade levels and student diversity. Semi-structured interviews and administration of The School Culture Survey (Schainker & Roberts, 1986) were conducted with 14 informants selected for expertise in the curriculum and instruction practices in their districts. Data analysis occurred in 3 stages: (a) document review, (b) semi-structured interview review, and (c) survey review.;Significant findings and conclusions include: (1) a planned set of remedies is useful in avoiding student retention; (2) achievement is affected by intensive programs of support; (3) unique aspects of programs were associated with the time that interventions were provided to students; (4) investigation of school calendar and schedules to maximize programs is warranted; (5) increased funding of intensive programs should be considered; (6) schools should consider providing more programs within the school day; (7) educators should continue the quest for successful programs; (8) methods of evaluating programs should be developed; and (9) an information network should be formed to exchange information about successful programs.