Transitional first-grade referrals: An analysis of school-related factors and children's characteristics.

Abstract

In this study, the relationship among transitional first-grade referrals, school characteristics, and children's personal and school readiness characteristics was examined. Teachers who reported a higher emphasis on didactic instruction tended to refer more children to the transition room. In addition, there were lower levels of involvement for parents of transition-referred children. Moreover, referred children were younger, evaluated their own school abilities less favorably, scored lower on the Gesell Developmental Assessment, and were described by their teachers as less competent academically and less well adjusted socially. The referral of children to a readiness-transitional program is a complex process. Embedded in a sociocultural context, this process is shaped by many forces, including the school system's philosophies and structures; the teachers' views, beliefs, and activities; the family-school connection; and children's skills and characteristics. Despite the controversy surrounding the issue of nonpromotion and its variant, the transition room, school districts across the nation continue to promote these placements as sound educational choices for at-risk students. Seventy-two percent of U.S. schools use transition rooms, kindergarten retention, or both (Love, Logue, Trudeau, & Thayer, 1992). As an alternative to first-grade placement, schools with transition programs assign 13% of their kindergartners to these classrooms (Love et al., 1992). This figure is higher in some states (i.e., New Hampshire) where the average transition room placement of children is reported to be approximately 28% (Gredler, 1992).