ABSTRACT
By
Cleo M. Moody
December 2010
Advisor: Dr. Michael Addonizio
Major: Educational Leadership and Policy Studies
Degree: Doctor of Education
Policy and practice regarding in-grade level retention and their effects on high school graduation rates and successful student academic outcomes have currently assumed great importance in the education reform debate. Further, the effectiveness of our public schools and the achievement of our students have implications that can affect individuals and the communities in which they live. Now, more than ever, individual economic success and economic growth depend crucially on academic achievement and human capital. The purpose of this research is to identify the determinants of student performance on the Michigan Education Assessment Program test and high school completion. Regression analysis was used to estimate a district-level model of student achievement.
District policies regarding social promotion may be explicit or, more likely, implicit. In either case, this widespread practice raises important questions about in-grade retention and the requirements that must be met in order for a student to meet graduation and grade level promotional standards.
The typical eighth grade student that has experienced two grade level retentions by all likelihood could turn sixteen years old during his eighth grade year. While other students that are their same age are acquiring driver's licenses, they are going to school with fourteen year olds. Retention and promotional policies along with high school completion rates will continue to have a substantial impact on the future of Michigan as well as society in general. The formation of sound policies and the improvement of Michigan's high school graduation rate require clear achievement benchmarks for Michigan's students and accurate calculations of high school graduation rates. The independent variable with the most significance in most cases was free and reduced lunch. Social supports, health care, and other non-school services must complement opportunities for educational growth for students and educational accountability and responsibility must be required of parents, educators, administrators, and policy makers if the goals of NCLB are to be achieved and the achievement gap narrowed.
","abstract_html":"<p>ABSTRACT</p> <p>By</p> <p>Cleo M. Moody</p> <p>December 2010</p> <p>Advisor: Dr. Michael Addonizio</p> <p>Major: Educational Leadership and Policy Studies</p> <p>Degree: Doctor of Education</p> <p>Policy and practice regarding in-grade level retention and their effects on high school graduation rates and successful student academic outcomes have currently assumed great importance in the education reform debate. Further, the effectiveness of our public schools and the achievement of our students have implications that can affect individuals and the communities in which they live. Now, more than ever, individual economic success and economic growth depend crucially on academic achievement and human capital. The purpose of this research is to identify the determinants of student performance on the Michigan Education Assessment Program test and high school completion. Regression analysis was used to estimate a district-level model of student achievement.</p> <p>District policies regarding social promotion may be explicit or, more likely, implicit. In either case, this widespread practice raises important questions about in-grade retention and the requirements that must be met in order for a student to meet graduation and grade level promotional standards.</p> <p>The typical eighth grade student that has experienced two grade level retentions by all likelihood could turn sixteen years old during his eighth grade year. While other students that are their same age are acquiring driver's licenses, they are going to school with fourteen year olds. Retention and promotional policies along with high school completion rates will continue to have a substantial impact on the future of Michigan as well as society in general. The formation of sound policies and the improvement of Michigan's high school graduation rate require clear achievement benchmarks for Michigan's students and accurate calculations of high school graduation rates. The independent variable with the most significance in most cases was free and reduced lunch. Social supports, health care, and other non-school services must complement opportunities for educational growth for students and educational accountability and responsibility must be required of parents, educators, administrators, and policy makers if the goals of NCLB are to be achieved and the achievement gap narrowed.</p>","abstract_has_math":false,"creators":["Moody, Cleo Michele"],"institution":null,"degree_name":"Ed.D.","degree_level":"Open Access Dissertation","degree_discipline":"Educational Leadership and Policy","degree_department":null,"school":null,"contributors":["Michael Addonizio"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:42Z","subjects":["Achievement","High","MEAP","Michigan","School","Student","Education Policy","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/130","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michael Addonizio"]},{"key":"dc:creator","label":"Author","values":["Moody, Cleo Michele"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2010-10-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Achievement","High","MEAP","Michigan","School","Student","Education Policy","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/130"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
By
Cleo M. Moody
December 2010
Advisor: Dr. Michael Addonizio
Major: Educational Leadership and Policy Studies
Degree: Doctor of Education
Policy and practice regarding in-grade level retention and their effects on high school graduation rates and successful student academic outcomes have currently assumed great importance in the education reform debate. Further, the effectiveness of our public schools and the achievement of our students have implications that can affect individuals and the communities in which they live. Now, more than ever, individual economic success and economic growth depend crucially on academic achievement and human capital. The purpose of this research is to identify the determinants of student performance on the Michigan Education Assessment Program test and high school completion. Regression analysis was used to estimate a district-level model of student achievement.
District policies regarding social promotion may be explicit or, more likely, implicit. In either case, this widespread practice raises important questions about in-grade retention and the requirements that must be met in order for a student to meet graduation and grade level promotional standards.
The typical eighth grade student that has experienced two grade level retentions by all likelihood could turn sixteen years old during his eighth grade year. While other students that are their same age are acquiring driver's licenses, they are going to school with fourteen year olds. Retention and promotional policies along with high school completion rates will continue to have a substantial impact on the future of Michigan as well as society in general. The formation of sound policies and the improvement of Michigan's high school graduation rate require clear achievement benchmarks for Michigan's students and accurate calculations of high school graduation rates. The independent variable with the most significance in most cases was free and reduced lunch. Social supports, health care, and other non-school services must complement opportunities for educational growth for students and educational accountability and responsibility must be required of parents, educators, administrators, and policy makers if the goals of NCLB are to be achieved and the achievement gap narrowed.
"]},{"key":"dc:title","label":"Title","values":["The Determinants Of Student Achievement And High School Completion In Michigan"]}]}],"canonical_facts":{"dc:contributor":["Michael Addonizio"],"dc:creator":["Moody, Cleo Michele"],"dc:date.available":["2010-10-23T07:00:00Z"],"dc:description.abstract":["ABSTRACT
By
Cleo M. Moody
December 2010
Advisor: Dr. Michael Addonizio
Major: Educational Leadership and Policy Studies
Degree: Doctor of Education
Policy and practice regarding in-grade level retention and their effects on high school graduation rates and successful student academic outcomes have currently assumed great importance in the education reform debate. Further, the effectiveness of our public schools and the achievement of our students have implications that can affect individuals and the communities in which they live. Now, more than ever, individual economic success and economic growth depend crucially on academic achievement and human capital. The purpose of this research is to identify the determinants of student performance on the Michigan Education Assessment Program test and high school completion. Regression analysis was used to estimate a district-level model of student achievement.
District policies regarding social promotion may be explicit or, more likely, implicit. In either case, this widespread practice raises important questions about in-grade retention and the requirements that must be met in order for a student to meet graduation and grade level promotional standards.
The typical eighth grade student that has experienced two grade level retentions by all likelihood could turn sixteen years old during his eighth grade year. While other students that are their same age are acquiring driver's licenses, they are going to school with fourteen year olds. Retention and promotional policies along with high school completion rates will continue to have a substantial impact on the future of Michigan as well as society in general. The formation of sound policies and the improvement of Michigan's high school graduation rate require clear achievement benchmarks for Michigan's students and accurate calculations of high school graduation rates. The independent variable with the most significance in most cases was free and reduced lunch. Social supports, health care, and other non-school services must complement opportunities for educational growth for students and educational accountability and responsibility must be required of parents, educators, administrators, and policy makers if the goals of NCLB are to be achieved and the achievement gap narrowed.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/130"],"dc:subject":["Achievement","High","MEAP","Michigan","School","Student","Education Policy","Other Education"],"dc:title":["The Determinants Of Student Achievement And High School Completion In Michigan"],"thesis:degree_discipline":["Educational Leadership and Policy"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T05:58:42Z"}