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 schools to decide social promotion vs. school retention instead of formal systems of assessment of student performance. According to these findings, the schools that used academic achievement as the main criterion for social promotion did not bother to understand how the decision affected the student for who the decision was being made and the other students in general. The findings of these authors showed that these were very important aspects in the general performance of the school itself and the students.
The stakeholders that were involved in the process were majorly the members of the school board, class teacher, and administrators. Parents were not involved in the process and were simply informed of the outcome of the process. This was thought to be better since the decision for social promotion can be marred by social pressure if the parent is involved. This is because if social promotion is not accepted for the child, the child will have to be retained.
Involvement of parents in school retention vs. social promotion decisions
The respondents showed mixed feelings on the importance of parents being involved in the decision process. This was in line with the findings of Hong and Raudenbush (2005)
who found that different school stakeholders felt differently about the involvement of parents. This can be thought to result from the expectation that parents have on the schools to help their children improve their knowledge. Therefore the social pressures from parents are thought to emerge from this.
Alternatives to social promotion and retention
Merit promotion is supported as the best alternative to social promotion and retention. Merit promotion as stated by Bali, Anagnostopoulos, and Roberts (2005)
is simply mid-term promotion or course-based promotion which allows the students to advance at a pace set by their own ability. In this strategy, underperforming...
This implies that through this study, the educators can get some assistance while they make the decision of retaining or promoting the failing students by considering the effects of both in detail. 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
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
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
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
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
American school Counseling Association (ASCA) holds various positions when it comes to professional school counselors and their conduct with students. The paper will look at three of these positions carefully and compare with my own view, opinion and expectations of what school counselors actually do. The professional school counselor and child abuse and neglect prevention ASCA position on school counselor and child abuse and neglect prevention is that; it is the
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