Ending Social Promotion: The Response of Teachers and Students

February, 2004
Robin Tepper Jacob, Susan Stone, and Melissa Roderick
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The third report in the Ending Social Promotion series, this study examines the Chicago Public Schools’ high-stakes testing initiative and its impact on students’ academic experiences. The report presents teachers and principals’ evaluations of the policy, tracks changes over time in instructional practice, and provides an analysis of trends in critical student indices.

For a full analysis of the ending social promotion policy, please refer to our series of research studies.

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