This 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.

这项研究的重点是3年级基于考试的晋升带来的留任威胁。通过分析1998-1999年的“早期纵向研究”幼儿园班级数据，我们发现拥有这种政策的学校显然增加了数学教学时间，但并未阅读三年级的教学时间。平均而言，该政策对三年级学生的阅读和数学学习没有显着影响。但是，三年级数学达到或高于平均水平的学生比例似乎有明显增加。在阅读和数学方面，基于测试的晋升似乎使学生的平均能力水平低于或低于平均水平。相反，没有证据表明该政策对能力分布两端的学生产生了影响。