Policy Problem Of The Los Angeles Unified School

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Policy Problem Half of students entering high school in the Los Angeles Unified School District do not graduate. (Institute of the Education Sciences, 2012) Only about ten percent of those students seek or are offered Continuation/adult School to finalize their studies and receive a GED. (Afolayan, 1991) The population of students that will be addressed are those students who were held back to remediate the year and catch up with the rest of their peers. Based on my findings many factors must be considered in order to retain a student from advancing to the next grade. It’s a delicate matter that is only now starting to see local policies in effect that determines who gets retained and under what circumstances. While much of the research only addresses those variables that can be manipulated one must not forget the economic backgrounds these children come from and how that in part affects their overall success in schooling. Societal influences also play a part but policy and reform in the current system should allow leveling the playing field for a more just system. State legislature has been the one left with the task of setting up the procedure for at risk students. The policy on retention in grade school originates from the 1930s. There was a trend up to the 1970s to award social promotion to those students teachers felt would catch up and keep up with their peers the following school year during the summer. Around the eighties there was an urgent need to address the
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