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Using Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data and a propensity score-based approach, the analysis finds increased math instructional time but no clear rise in reading time. Average reading and math learning show no significant differences, yet more students reach at-or-above-average math proficiency. Benefits appear strongest for average and below-average ability levels rather than for students at distribution extremes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/schools-with-test-based-promotion-effects-on-instructional-time-allocation-and-student-learning-in-grade-3/591075/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/schools-with-test-based-promotion-effects-on-instructional-time-allocation-and-student-learning-in-grade-3/591075.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on Grade 3 test-based promotion?","Question",{"text":112,"@type":113},"The study focuses on how the threat of retention tied to test-based promotion influences instructional time allocation and students’ learning in Grade 3.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did test-based promotion affect instructional time in Grade 3?",{"text":117,"@type":113},"Schools with the policy increased math instructional time, while reading instructional time did not show a comparable increase.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the policy improve overall reading and math learning outcomes?",{"text":121,"@type":113},"On average, the policy did not produce significant differences in third graders’ reading and math learning, though there was an increase in the proportion meeting at-or-above-average math proficiency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591075,1792209325,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–15 DOI: 10. 1177/2332858420979167  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nSchools With Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3  \nYihua Hong   \nRTI International  \nGuanglei Hong  \nThe University of Chicago  \nThis study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998–1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.  \nKeywords: propensity score, multilevel modeling, test-based accountability  \nSince the late 1990s, a number of states (e.g., Florida, Georgia, Louisiana, North Carolina, and Texas) and large school districts (e.g., Chicago, New York City) have enacted promotional gates and required students to score above a certain minimum level on standardized tests, typically in reading and/or math, before being promoted to the next grade (Huddleston, 2014) . At present, this practice also known as test-based promotion has continued to receive endorsement from policy makers. A particular emphasis has been placed on reading proficiency in third grade. For example, 16 states plus D.C. have mandated retention for third graders who do not demonstrate proficiency on state reading tests; eight extra states have similar practices at the discretion of local schools or school districts (National Conference of State Legislatures [NCSL], 2019) . Proponents of testbased promotion have argued that students would likely respond to the promotion standard by working harder and that retained students could benefit from an additional year of schooling. However, opponents claimed that such a policy would violate professional standards for fair and appropriate test use and that retained students might suffer from reduced expectations of teachers and parents, difficulties in adjusting to a younger peer group, and an increased likelihood of school dropout (see reviews of Huddleston, 2014 and Penfield, 2010) .  \nPast research on test-based promotion often focused on the effectiveness of grade repetition and mostly attended to retained students and their performance in post-retention years (e.g., Eren et al., 2017; Roderick & Nagaoka, 2005; Schwerdt et al., 2017; Winters & Greene, 2012) . However, in addition to holding back low-performing students, testbased promotion is also expected to exert influence on teaching and learning through the threat of retention. For example, it may direct more attention and resources to low-preforming students prior to or at promotional gate grades; and such students may exert more learning efforts under pressure (Thomas, 2005) . Research on the Ending Social Promotion reforms in New York city and Chicago (Allensworth & Nagaoka, 2010; McCombs et al., 2009) suggested that introducing the policy of test-based promotion may change teacher behavior, increase the amount of time allocated to core subjects or skills, and shift resources toward test preparation. It was accompanied with ga","cbCaio18KYODufxf","https://ap.wps.com/l/cbCaio18KYODufxf","pdf",542152,15,"English","# Schools With Test-Based Promotion\n## Threat of retention and study focus\n## Research design and data source (ECLS-K, propensity score approach)\n## Effects on instructional time in Grade 3\n## Effects on student learning and proficiency distribution\n## Implications for early-grade test-based promotion design and implementation","[{\"question\":\"What is the main focus of the study on Grade 3 test-based promotion?\",\"answer\":\"The study focuses on how the threat of retention tied to test-based promotion influences instructional time allocation and students’ learning in Grade 3.\"},{\"question\":\"How did test-based promotion affect instructional time in Grade 3?\",\"answer\":\"Schools with the policy increased math instructional time, while reading instructional time did not show a comparable increase.\"},{\"question\":\"Did the policy improve overall reading and math learning outcomes?\",\"answer\":\"On average, the policy did not produce significant differences in third graders’ reading and math learning, though there was an increase in the proportion meeting at-or-above-average math proficiency.\"}]","Schools With Test-Based Promotion - Effects on Instructional Time Allocation and Student Learning in Grade 3 | PDF",1792071065,38]