Florida’s program to end social promotion is working for third graders, at least in the short run, write Jay P. Greene and Marcus Winters of the Manhattan Institute.
Our first analysis finds that low-performing students subject to the program made modest improvements in reading and substantial improvements in math compared with those made by low-performing students in the previous year’s cohort who were not subject to the program because it had not yet taken effect. Our second analysis finds that the effect of actually being retained is even stronger. We find that low-performing students who were actually retained make relatively large improvements in reading and exceptional improvements in math compared with similarly low-performing students who were promoted.
The study looks only at one year of the program.