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FAQs Student Promotion & Retentivity

Ofttimes asked questions (FAQs) regarding pupil promotion and retentiveness (PPR).

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The following FAQs are divided into iv topics:

• Local Pupil Promotion and Retention (PPR) Policies and Decision Making
• Parent and Guardian Rights and the Appeal Process
• Supplemental Teaching
• Enquiry and Information on Promotion, Retention, and Intervention

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Local PPR Policies and Decision Making

1. On what criteria should school districts base of operations pupil promotion and retention decisions?Country constabulary requires every schoolhouse district to have a written PPR policy approved by the commune's governing lath. Consistent with Didactics Code (EC) Section 48070.5(b) , a PPR policy needs to include students' grades and other indicators of academic achievement. Students' results from the California Assessment of Educatee Functioning and Progress (CAASPP) Arrangement may exist included as indicators of academic achievement. Withal, CAASPP summative test score results may not be the exclusive criterion for promotion or retention until the minimum functioning levels required for meeting this purpose are established, pursuant to EC Section 60648 .

2. How tin I get a copy of my school's PPR policy?

   State law requires every school district and canton lath of education to have an canonical policy on promotion and retentiveness. Usually the schoolhouse district's superintendent's office is the all-time place to start asking where a copy can exist located, for a copy to be sent to you, to adapt to option upwards a hard copy, or to notice it online.

   For lease schools, the authorizing entity (usually a local school commune governing lath or, more rarely, the California Land Board of Educational activity) has copies. If promotion and retentivity policies were not specifically addressed in the approved charter petition, then the PPR policy of the school commune in which the charter school is located becomes the school'due south policy?

3. I was told that the district is required to use the 40th percentile on a norm-referenced test as role of its measures for promotion and retention. I cannot substantiate this in Education Code.
   
   The EC does not set a minimum level on any local test for promotion or retention purposes. If a school commune (or lease school) incorporates test results among other factors, including grades, in its PPR policy, then the district (or charter school) may set minimum performance levels. Minimum STAR performance levels for promotion or retention have not been established pursuant to EC Section 60648.

4. May a school retain or promote a pupil without parent or guardian blessing?

   Yes, a school can retain or promote a student without parent or guardian approval. However, the district PPR policy canonical by the district's school board must provide an entreatment process for parents who disagree with a principal'southward promotion or retentivity decision for their student.

5. Exercise parents have any correct to retain their children for lack of bookish progress when the school continues to promote the child to the adjacent form, especially at the middle grade level?

   A parent has a right to appeal the decision to promote or retain a child. State police force requires districts to take promotion and retention criteria for students who are in their last yr of middle schoolhouse (well-nigh usually eighth course) and are ready to motion on to high school (EC Department 48070.5[a][v]). Therefore, the district'south PPR policy should provide for the identification of pupils who should be retained and who are at risk of existence retained in their electric current form when it is their concluding course earlier high school based on grades and other indicators of academic achievement designated by the district (EC Section 48070.v[b]). More of import than a determination to have the student promoted or retained at this level is the demand for the student to receive additional instructional intervention that will assist to improve bookish performance.

6. Is at that place a high school promotion and retention procedure? The state does not require school districts to have pupil promotion and retention criteria beyond the last year of center school to the get-go year of high school. However, districts may set criteria for promotion for successive grades in high schoolhouse.
7. Is there a law or policy regarding the number of times a student can be retained?

   There is nothing in the EC that prohibits school districts from retaining a kid in more than one form. Some districts' PPR policies prohibit students from repeating more than one unproblematic course. Still, school districts are required to develop their ain PPR policies consistent with the requirements of EC Section 48070.5.

8. Are there state-approved forms for notifying students and parents when students are identified as at risk of retention, recommended for retention, or retained in grades one through eight? At that place are no state-approved forms for notifying parents when a educatee has been identified as at risk of memory, recommended for retentiveness, or retained. Each school commune is responsible for creating its own forms in accord with its PPR policy.
9. May private schools promote or retain students a grade level?

   Yeah, EC Department 48070-48070.6 do not apply to private schools. Please visit the CDE's Private School Web page for more data.

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Parent and Guardian Rights and the Appeal Process

1. May a school retain or promote a student without parent or guardian approval?

   Aye, a school can retain or promote a educatee without parent or guardian approval. However, the district PPR policy approved by the district's school board must provide an appeal process for parents who disagree with a principal's promotion or retention decision for their educatee.

2. Exercise parents accept whatever right to retain their children for lack of academic progress when the schoolhouse continues to promote the child to the side by side grade, particularly at the heart grade level?

   Parents are required to be provided notice when their kid is identified as being at hazard of retention, as early in the school twelvemonth as practicable. A parent has a right to entreatment the conclusion to promote or retain a child equally described in FAQ #iii, beneath.

3. Our kid'southward instructor has decided that she should be retained in the same grade adjacent year. We practise not agree with this decision, even though the school chief does concord with it. How can we appeal this decision?

   Every school district must have a district board-adopted PPR policy that describes an appeal process for challenging a student promotion or retentiveness decision on the part of teachers and other commune staff (EC Section 48070.5[f]).

   Follow the steps outlined in the appeal process and exist sure to continue a record of the steps taken to follow the procedure as well as those taken by the school district. An entreatment process may require a written appeal to be submitted inside a specified number of work days after a district'due south decision to step into the process. Appeals usually start at the school site level with the primary and teacher(s) involved and become on to the district level, with the final decision on the appeal fabricated by the district superintendent or by the district governing board. Note that the brunt is on the parent every bit the appealing party to show why the promotion or retentiveness conclusion should be overruled.

4. Fifty-fifty though our son was promoted to high schoolhouse, nosotros would like him to repeat the 8th class considering we feel that he is lacking agreement in many of the core subjects. The loftier schoolhouse agrees with our decision, merely the middle school and the district superintendent believe that he is gear up to move on. What are my options as a parent at this signal?

   The determination to retain or promote a student from the eighth course should be based on the schoolhouse commune's criteria in its PPR policy. These criteria should include grades and other cess measures of the student's proficiency in reading, English language-language arts, and mathematics. If the parent or guardian feels the student does not come across these criteria, the parent or guardian may entreatment the conclusion past post-obit the appeal process prepare forth in the same PPR policy, which may exist requested in writing from the schoolhouse district. (See the reply to the prior question for more information on the entreatment process.)

5. What legal recourse exercise I take if I am convinced that the district'south PPR policy, or the manner in which it is existence implemented by school and district staff, is violating my child'south educational or civil rights, either through discriminatory treatment or through a failure to carry out the commune's PPR policy or the California Didactics Code requirements pertaining to educatee promotion and retention?

   California EC provides no further recourse beyond the appeal procedure in district PPR policies, and there is no straight country oversight of district PPR policies. However, if you believe that the district is implementing its PPR policy in a way that is discriminatory in regard to your child, you may contact the CDE'due south Role of Equal Opportunity. The accost is 1430 N Street, Suite 6019, Sacramento, CA 95814, and the phone number is 916-445-9174.

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Supplemental Instruction

1. My tenth grader failed his tertiary quarter of Sophomore English and is currently completing unsatisfactory work. I desire him to accept English again in summer school. Why aren't high schools required to offer summer school classes to students in danger of failing anymore?

   Until 2013, SI programs, such equally required summer school for students who failed the English and/or Mathematics sections of the California Loftier School Get out Exam (CAHSEE), when the CAHSEE was still administered, were financed through state categorical funding. At that time, LCFF legislation eliminated categorical funding streams such as SI and thus the statutes associated with these funds are no longer enforceable. Nonetheless, if a onetime categorically-funded SI plan, such as summer school, is considered to exist of import at the local level, it can become a documented activity in the commune'south LCAP and go funded through LCFF. See Principal Apportionment for more information about how funds are distributed to LEAs.

2. My kid is getting poor progress reports and declining grades this twelvemonth, yet the schoolhouse is not providing interventions. What tin can I practice and then that my kid receives remedial didactics?

   EC section 48070.5 requires that a schoolhouse district'due south PPR policy specify the opportunities for remedial didactics for pupils who are identified as being at risk for retention. Inquire at the school site or at the district level, if necessary, for data on how your student can obtain access to the opportunities for remedial instruction that should be available to pupils under this statute.

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Enquiry and Data on Promotion, Retention, and Intervention

1. Where can I obtain quality enquiry on retention, promotion, and intervention?
   • Retention studies
     • Jimerson, Shane, Sarah M. Woehr, and Bister Chiliad. Kaufman. 2007. Grade Retentivity and Promotion: Information for Parents (PDF). Bethesda, Maryland: National Association for School Psychologists (accessed Apr 28, 2016).
       • Grade retention is one of the most powerful predictors of high school dropout. In adolescence, retained students are more than likely to experience bug such as poor interactions with peers, disliking school, behavior problems, and lower self-esteem.
     • Learning Disabilities Association. 1998. To Promote or Retain? Pittsburgh, PA:Learning Disabilities Association (accessed July six, 2015).
       • The weight of the evidence of literally hundreds of studies shows that retaining children does non produce college achievement. Rather than flunking students, schools should provide loftier quality didactics for children who find learning difficult.
         
     • Thompson, C. and East. Cunningham.  2000. Memory and Social Promotion: Inquiry and Implications for Policy (PDF). ERIC Digest Number 161 (accessed July 6, 2015).
       • Retaining students, regardless of the form at which they are retained, increases the likelihood that they will drop out of school. Consistent with the Chicago findings, the advantage for retained students declined each year and disappeared altogether after three years.
   • Promotion studies
     • Colangelo, Nicholas, Susan M. Assouline, and Miraca U. G. Gross, editors. 2004. A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume 2 (PDF).  The Templeton National Report on Dispatch. Iowa City, Iowa:The University of Iowa (accessed July 6, 2015).
       • Inquiry shows that despite much positive empirical research, dispatch is withal viewed unfavorably by many teachers and schoolhouse administrators
     • Rogers, K. B. (2004). "The Bookish Effects of Acceleration" (PDF). In A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume II, edited past N. Colangelo, S. Assouline, and M. U. M. Gross. Iowa City: The University of Iowa (accessed July 6, 2015).
       • Positive findings on the class skipping of gifted students "comprises one of the strongest and about-consistent bodies of inquiry in the field of gifted education" (p. 55).
   • Intervention resources from the CDE
     • Multi-Tiered Organization of Supports (MTSS)
       • A process that provides the structure for integrating resources and implementing interventions, emphasizing both academics and behavioral/social strategies.
     • Response to Instruction and Intervention (RtI²)
       • RtI² is a fundamental aspect of MTSS: when students struggle, their teachers, parents, and other relevant educators collaborate and look at work samples and other information to explore possible causes and develop plans of intervention, then students tin can receive effective additional support.
2. Has the state collected any data regarding the number of students retained per district, grade level, ethnicity, gender, or age?

   The CDE has never nerveless educatee retention data in a systematic manner. California EC only provides general guidelines for district-level PPR policies and requires no data reports in this area.

Questions: Teacher and Leader Policy Office | tlpo@cde.ca.gov | 916-445-7331

Last Reviewed: Thursday, March 10, 2022

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Source: https://www.cde.ca.gov/re/lr/pr/faqppr.asp

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