Abstract
South Carolina's Read to Succeed Act, a state policy involving mandated intervention and retention for students third grade and below, began at the start of the 2017-2018 school year. Similar to past research on retention, a recent study of over 1,150 South Carolina state elementary school teachers, literacy support specialists, and administrators provides that the majority of respondents were unfamiliar with research on the effectiveness of retention as a means of intervention and were also unaware of many of the details of RTS, including Good Cause Exemptions for student retention. This article seeks to inform educators about what decades of research has revealed about retention as an intervention, explain how RTS differs from other state retention policies, and details RTS's Good Cause Exemptions.
Recommended Citation
Barrett-Tatum, Jennifer
(2017)
"Read to Succeed: South Carolina's unique approach to literacy gateway retention policies,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 16.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/16