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Since this is a qualitative study and not a quantitative one, from the data that is collected, it will be possible for us to build up a theory and then further studies can be conducted to confirm the theory about the effects of social promotion or retention and about the alternative ways that can be adopted to counter these effects. It should be made sure that information is given in a natural setting and the data is allowed to flow in any time. Once the information is collected it will be analyzed and compared with other studies of the same sort (Leedy and Ormod, 2010).
Expected Conclusion
As mentioned earlier in the paper, the main purpose of this study is to figure out the effects of grade retention as well as social promotion on the students' academic performance and career. Moreover, another purpose of this study is to explore the new strategies that could be implemented to prevented school retention and social promotion without compromising the learning and psyche of the students. According to the questions that would be used for interviewing the teachers and educators, the expected results and conclusions will be discussed in this part of the paper.
As of the first question, it is expected that teachers and educators would say that grade retention does have negative effects on the student behavior. These effects have also been discussed in the literature review. The students, who are retained in their grade, often have low self-esteem because of which they are unable to perform in their studies so the whole point of retaining them is rendered useless.
The stakeholders that take part in the decision making process of whether or not the student should be promoted are the class teachers, the subject teachers and the principal. Depending upon the school policy of different schools, the parents are also involved at times. The criterion that is used to decide whether or not the student should be promoted is the overall performance of the student in the class tests and assignments as well as in the previous grades. Their contribution and performance in the lectures is also analyzed. Apart...
If the student is the sort who wants to learn and is generally good with studies and has the potential to perform well, then the teachers usually decide to promote him or her. However, if the student is weak in the basics as well, then the teachers decide to retain him or her. Psychological factors are seldom considered.
Most of the teachers were of the view that since it is a life altering decision for the students, their parents should be taken into confidence before making the final decision.
The alternatives that were suggested by some of the teachers and educators that took part in this study included the regular training of the teachers. Only skillful teachers can produce good students, therefore teachers should be made to attend short courses on teaching methods that have been proved to be effective for the students. Another suggestion was that all the children should be provided with high quality preschool courses so that the teachers can assess the potential of these students. If some students are at-risk of academic failure, these children should be given special attention so that their learning is improved.
Bibliography:
Aldridge, J. And Goldman, R. (2007).Current Issues and Trends In Education. p. 140-144.
Denton, D. (2001). Finding alternatives to failure: Can states end social promotion and reduce retention rates-http://www.sreb.org/programs/srr/pubs/alternatives/AlternativesToFailure.pdf
Greene, Jay (2008). Pro-con On Social Promotion.The Atlanta Journal-Constitution.
Hager, Lindsay (2013).Pros and Cons of Social Promotion.Social Promotion vs. Retention.
Leedy, P.D., & Ormrod, J.E. (2010). Pratical Research: Planning and design. Saddle River, New Jersey: Pearson Education.
U.S. Department of Education. (1999). Taking responsibility for ending social promotion: A guide for educators and state and local officials.http://www.ed.gov/pubs/socialpromotion/index.html
Stump, Colleen (2013).Repeating a grade: The pros and cons. Great Schools.
Bibliography:
Aldridge, J. And Goldman, R. (2007).Current Issues and Trends In Education. p. 140-144.
Denton, D. (2001). Finding alternatives to failure: Can states end social promotion and reduce retention rates-http://www.sreb.org/programs/srr/pubs/alternatives/AlternativesToFailure.pdf
Greene, Jay (2008). Pro-con On Social Promotion.The Atlanta Journal-Constitution.
Hager, Lindsay (2013).Pros and Cons of Social Promotion.Social Promotion vs. Retention.
U.S. Department of Education. (1999). Taking responsibility for ending social promotion: A guide for educators and state and local officials.http://www.ed.gov/pubs/socialpromotion/index.html
For school retention, the major reason for support of this was academic achievement. If the child does not meet the set benchmarks for performance, the decision-making panel simply agreed to retention of the student. There was no formal assessment system for this decision process. These results were supported by the result of the study conducted by Hong and Raudenbush (2006) who found that student achievement were used in state and district
Social Promotion There are concerns that schools are performing an injustice by passing students onto the next grade level although they fail the basic requirements for the current grade level. Underachieving middle school students are being promoted with little regard as to how it may impact their future success in education. It sets the precedence for some students who believe that they do not have to make any effort and they
urban elementary school in Eastern, New York . That problem Specifically, is the social promotion of fourth grade students with disabilities. Currently, nothing is being done to address the issue as social promotion which is supported by state education policies that benefit from children being passed to the next grade level. This benefit consists essentially of state and federal funding (Meier et al., 2004, p.8). Special education teachers are tasked
Experience with the two aspects that are being studied, school retention and social promotion, are important for this study. Therefore these strategies will help to recognize the extent to which their experience provides insights to the responses they provide Hodges, Kuper, & Reeves, 2008() These two methods are also in depth analytic processes and will help the researcher to detect the main themes in the responses and how they are
Problem Statement A major problem in the US schooling system is the reluctance towards change and letting go of past practices that have proven to be ineffective and counter-productive. One such practice is grade retention, which can negatively influence not just student attendance but also behaviors and attitudes. Current research confirms the popularity of grade retention in K-12 in the US education system. While, accurate data on student retention rates is
This is through facilitating effective curriculum planning; use of substantive research-based practice in implementing adequate and aligned curriculum, and efficient coordination of the curricular. Other techniques include use of technology and promotion of creative, critical, and problem solving things. Lack of sustaining an instructional program conducive for the professional and learning development of the students might also come into play in the low confidence levels and low accountability ratings. According