记者:凯瑟琳·格韦茨，阿里安娜·普罗西罗，莎拉·d·斯帕克斯
设计师/视觉艺术家:劳拉·贝克，艾玛·帕蒂·哈里斯，凡妮莎·索利斯和吉娜·托姆科
网站策划:艾玛·帕蒂·哈里斯
图片编辑器:她博罗夫斯基
项目编辑器:黛布拉·维亚德罗
视觉项目编辑:艾玛·帕蒂·哈里斯
系列编辑器:莱斯利·麦克斯韦

来源:首席州立学校官员委员会特殊教育成果项目总监凯瑟琳·埃尔哈特;塔尔萨公立学校学生家庭支持服务临时执行主任斯蒂芬妮·安德鲁斯;路易斯安那州西门罗好望中学校长Twainna Calhoun;未来;罗布·科德，加州沃尔纳特高中的学校心理学家;纽约莫洛伊学院(Molloy College)研究与奖学金高级院长奥黛丽·科汉(Audrey Cohan);俄亥俄州梅菲尔德兰德小学校长费利西亚·埃文斯;Instruction Partners首席执行官Emily Freitag;Mia Halthon，父母，密歇根州底特律人;道格拉斯·哈里斯(Douglas Harris)，经济学教授、施利德公共教育基金会主席、杜兰大学新奥尔良教育研究联盟主任; Sharon Hoover, professor of child and adolescent psychiatry, University of Maryland School of Medicine, co-director, National Center for School Mental Health; Tiffany Newton, parent, Newark, N.J.; Nicole Rucci-Macauda, teacher, Lander Elementary School, Mayfield, Ohio; Nathaniel Schwartz, co-founder, EdResearch for Recovery, Annenberg Institute of School Reform, Brown University; Allison Socol, assistant director of P12 policy, Education Trust; Shannon Glynn Thomas, program director for college and career readiness standards, Council of Chief State School Officers; Mary Toomey, assistant superintendent, Lawrence, Mass., public schools; Joanne Weiss, consultant; Martin West, professor of education, Harvard Graduate School of Education; Caroline Woodason, director of school support, Dalton public schools, Dalton, Ga.;

文档:“成绩保留的纵向研究”，留校学生在青春期的学术和行为结果，Shane Jimerson和Phillip Ferguson, 2007年;“对所有学生的广泛学术支持”，EdResearch for Recovery, Kathleen Lynch和Heather Hill, 2020年7月;“成绩保留的时机有影响吗?研究早期和后期记忆的影响，Benjamin Silberglitt等人;Elizabeth Frankenberg、Bondan Sikoki、Cecep Sumantri、Wayan Suriastini和Duncan Thomas合著的《自然灾害后的教育、脆弱性和恢复力》，《生态与社会》(2014);“早年级留级对学业完成的影响:前瞻性研究”，2018年，Jan N. Hughes等人;有效的学校-社区伙伴关系，支持学校心理健康，全国学校心理学家协会，国家学校心理健康中心;“小学成绩保留”，迈阿密-戴德公立学校，克里斯蒂·布莱泽，信息胶囊研究服务卷1805,2019年1月;佛罗里达州参议院第200号法案(2021);教育研究员克里斯·k·昌·培根(Chris K. Chang-Bacon)的《被打断的一代:在大流行之后重新思考‘正规教育被打断的学生’》(2021年);《K-8年级学生的年级保留预测中学教育期间的阅读成绩和进步》，凯瑟琳·奥伦茨·格里菲斯和约翰·威尔斯·劳埃德等人，2010年;“指标15:保留、停学和开除，2000-2016年”，国家教育统计中心，2019年2月; Iowa Senate File 90 (2021); Kentucky Senate Bill 128 (2021); “Launch Nebraska: Nebraska’s Framework for School Renewal & Acceleration,” Nebraska Department of Education, 2021; Michigan Senate Bill 268 (2021); National Parents Union poll, March 2021; Nine Elements of Effective School Community Partnerships to Address Student Mental Health, Physical Health, and Overall Wellness, Institute for Educational Leadership, Coalition for Community Schools, National Association of School Psychologists; “Pandemic-Related Disruptions to Schooling and Impacts on Learning Proficiency Indicators: A Focus on the Early Grades,” by UNESCO Institute for Statistics (2021); Pennsylvania Senate Bill 664 (2021); “Rethinking Early Elementary Grade Retention: Examining Long-Term Academic and Psychosocial Outcomes,” Sophia H.J. Hwang et al, 2016; Review of state legislation affecting promotion/retention policies, Education Commission of the States, prepared for Education Week; “School Nurses in the U.S.,” School Nurse Workforce Study, National Association of School Nurses; “School Nurses in U.S. Public Schools,” Institute of Education Sciences; “School Practices to Address Student Learning Loss,” Elaine Allensworth & Nate Schwartz, EdResearch for Recovery, June 2020; “State Suicide Rates Among Adolescents and Young Adults Aged 10-24,” National Vital Statistics Report, U.S. Centers for Disease Control; “Students with Interrupted Formal Education: Bridging Where They Are and What They Need,” by Brenda Custodio and Judith O’Loughlin, Corwin Press (2017); “Students with Interrupted Formal Education (SIFEs): Actionable Practices,” by Audrey Cohan and Andrea Honigsfeld , NABE Journal of Research and Practice (2017); “Student to School Counselor Ratio 2018-2019,” American School Counselor Association; “The Effects of Test-Based Retention on Student Outcomes Over Time: Regression Discontinuity Evidence From Florida,” Guido Schwerdt, Martin R. West, Marcus A. Winters, 2017; “Trends in Children Who Repeated a Grade, 1993-2016” Child Trends; “Will This School Year Be Another Casualty of the Pandemic?” RAND Corp, 2020

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