Kenneth M. Matthews

The Effects of Nonpromotion on Elementary and Junior High School Pupils: A Meta-Analysis:

In this study data from all studies identified as meeting the selection criteria were mathematically integrated to determine the effect of grade-level retention on elementary and/or junior high school pupils. When each effect size calculated was treated equally, a grand mean effect size of −.37 was obtained indicating that, on the average, promoted children scored .37 standard deviation units higher than retained children on the various outcome measures. When the effect sizes within each study were first averaged so that each study could be given equal weight, a grand mean of −.34 was obtained. By using the effect sizes from only those studies in which the promoted and nonpromoted pupils had been matched, a grand mean of −.38 was calculated. The high degree of consistency in these measures lends credibility to the validity of these findings. In addition to the grand means, effects sizes were calculated on various dependent variable measures, including academic achievement (further subdivided into various areas), personal adjustment (which included self-concept, social adjustment, and emotional adjustment), and attitude toward school, behavior, and attendance. In all cases, the outcomes for promoted pupils were more positive than for retained pupils.

The Principal's Influence on Student Achievement

Factors that affect learning are concisely packaged in this article. The authors then take the subject a step further by pointing out how the school principal as an educational leader can influence the improve ment of learning.

How Principals Can Cope With Stress

FRANCES R. ROBERSON is director of vocational education, Liberty County (Ga.) public schools. KENNETH M. MATTHEWS, a former principal, is professor of educational administration at the University of Georgia in Athens. HE WORK OF principals is stressful. They are overworked, constantly under fire, and unappreciated. Many are contemplating early retirement. Many are also functioning at levels far below their abilities because of prolonged

Implications of Regional Cost Adjustments to School Finance Plans

The purpose of this article is to present evidence against the use of regional cost adjustments in state schoolfinance plans. Basic assumptions underlying proposals to compensate for the presumed effects of differences among districts in the prices paid for educational resources are contrasted with research evidence.

Referent Differences in Pupil Motivation: Implications for Test Validity.

The findings of this study indicate that pupils may exhibit a high degree of motivation in one academic discipline but may have a low level of motivation in another discipline concurrently. Pupils may also show a high level of motivation with respect to one motivational factor in one discipline and a low level of motivation with respect to the same factor in another discipline. Assessments of pupil motivation made without reference to specific disciplines may be both unreliable and invalid when applied to specific disciplines. The data provided by this study demonstrate a need for more extensive research on referent differences in pupil motivation.

A Tool for Principals A Method for Assessing Teacher Motivation

Administrators now have a tool for efficiently assessing critical aspects of teacher motivation, according to these writers. They ex plain this as sessment instru ment on these pages.

Improving Test Scores--How to Develop Comprehensive Plans.

To ensure an orderly process, the writers identify the steps one should take in de veloping com prehensive plans for improving stu dent achieve ment.

Managing School Fiscal Affairs: Ten Guidelines

A persistent problem faced by secondary school administrators is finding an effective system for managing fiscal affairs. The authors offer some guidelines designed to resolve that prob lem.