Re: Lights Retention Scale

[Bob <BDeBuhr@EXCITE.COM>]

If you don't really want to take into consideration the rest of the child's
world - use the Lights - it is a very nice way to let a parent know that
their child is "not cutting the mustard" and making it sound like you know
what your talking about.  Very cold!

On Tue, 13 Feb 2001 13:16:16 -0500, Assessment Reform Network Mailing List
wrote:

>  It's been around for at least 20 years.  It went through one revision, I
>  believe.  It is not standardized, has no norms, etc.  It's merely meant
to
>  be a tool employed in the decision-making process.  It's based on
research
>  in the journals.
>  I can't tell you too much more than that, except to say I'm not sure I
would
>  have spent my sabbatical year in 84-85 studying retention/promotion if
I'd
>  run across the LRT earlier.  I highly recommend it.
>  MK
>
>
>  >From: "Allen Flanigan." <Allen.Flanigan@USPTO.GOV>
>  >Reply-To: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
>  >To: ARN-L@LISTS.CUA.EDU
>  >Subject: Lights Retention Scale
>  >Date: Tue, 13 Feb 2001 11:57:46 -0500
>  >
>  >I am very intrigued by this Retention Scale.  Can anyone give me more
>  >background and info on this?  How old is it?  I've heard the
conventional
>  >wisdom about retention increasing the chances of dropouts, and holding a
>  >student back twice being a virtual guarantee of eventually dropping out
of
>  >school.  Are kids held back according to these guidelines doing better
in
>  >terms of actual outcomes than the dismal figures commonly cited on
>  >retention?  (I realize of course that other factors will probably figure
>  >into the ultimate outcomes for any given student).
>  >
>  >The question lying in the back of my mind, I guess, is if this scale is
>  >meant to limit retention only to those situations where potential for
>  >educational harm is minimized, if it would be a good idea to recommend
its
>  >use in place of decisions based primarily on whether a student passes
(or
>  >is
>  >expected to pass) state assessments.  I like the fact, too, that the
scale
>  >bears caveats about using the "scores" as guidelines only.  If only our
>  >Virginia tests had such sensible warnings.
>  >
>  >Allen Flanigan
>  >
>  > > -----Original Message-----
>  > > From: mkluznik@HOTMAIL.COM [SMTP:mkluznik@HOTMAIL.COM]
>  > > Sent: Tuesday, February 13, 2001 10:03 AM
>  > > To:   ARN-L@listsrva.CUA.EDU
>  > > Subject:      Re: retention
>  > >
>  > > Thank you.  Good old Academic Therapy.  I had forgotten the
publisher.
>  > > The edition of the Light's Retention Scale I have is tucked away in a
>  >box
>  > > somewhere.  The introduction in the manual provided an excellent
summary
>  > > of retention...product of graded schools, product of the Industrial
>  > > Revolution...used more extensively on boys, minorities, kids short in
>  > > stature, etc.  The introduction is good, and the scale itself is
very,
>  > > very helpful.
>  > >
>  > > Good luck,
>  > >
>  > > Mike
>  > >
>  > > P.S. The articles in NASP's "Best Practices Manual" (vol. 1 or 2, or
>  >both)
>  > > are also helpful.
>  > >
>  > >
>  > > >From: Erwin Morton
>  > > >Reply-To: Assessment Reform Network Mailing List
>  > > >To: ARN-L@LISTS.CUA.EDU
>  > > >Subject: Re: retention
>  > > >Date: Mon, 12 Feb 2001 17:25:53 -0800
>  > > >
>  > > >Mike Kluznick wrote:
>  > > >
>  > > > > Also, there is something called the Light's Retention Scale. I
>  >forget
>  > > who
>  > > > > publishes it, but again, you could do a search for it or go
through
>  > > the
>  > > > > special ed. catalogs in your district office.
>  > > >
>  > > >First, try this link:
>  > > >
>  > > >http://kinder.cmsd.bc.ca/kinder-l/2000/0002/0615.html
>  > > >
>  > > >Second, go to the publisher:
>  > > >
>  > > >http://www.academictherapy.com/
>  > > >
>  > > >--Erwin Morton
>  > > >emorton@bigfoot.com
>  > > >
>  > >
>  >
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