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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Barata, M. C., Calheiros, M. M., Patrício, J. N., Graça, J. & Lima, M. L. (2015). Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education. The Elementary School Journal. 116 (1), 149-171
Exportar Referência (IEEE) 
C. Barata et al.,  "Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education", in The Elementary School Journal, vol. 116, no. 1, pp. 149-171, 2015
Exportar BibTeX 
@article{barata2015_1766666080089,
	author = "Barata, M. C. and Calheiros, M. M. and Patrício, J. N. and Graça, J. and Lima, M. L.",
	title = "Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education",
	journal = "The Elementary School Journal",
	year = "2015",
	volume = "116",
	number = "1",
	doi = "10.1086/682748",
	pages = "149-171",
	url = "http://www.jstor.org/stable/10.1086/682748"
}
Exportar RIS 
TY  - JOUR
TI  - Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education
T2  - The Elementary School Journal
VL  - 116
IS  - 1
AU  - Barata, M. C.
AU  - Calheiros, M. M.
AU  - Patrício, J. N.
AU  - Graça, J.
AU  - Lima, M. L.
PY  - 2015
SP  - 149-171
SN  - 0013-5984
DO  - 10.1086/682748
UR  - http://www.jstor.org/stable/10.1086/682748
AB  - Despite the accumulated evidence that retention is an ineffective and potentially harmful remedial strategy, several countries struggle with high levels of retention in compulsory schooling. This article provides evidence of the impact of the Portuguese national educational policy “Programa Mais Sucesso Escolar” (PMSE) using class size, class composition, and differentiated instruction to reduce student retention and increase achievement. We found that PMSE significantly reduced retention, but had mixed effects on educational achievement, pointing to evidence of grade inflation on teacher-determined measures of achievement. In the discussion, we analyze the implications of these results for policy, practice, and program evaluation research.
ER  -