Social Promotion And Self-Esteem

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Imagine if you are 8 years old and were having a rough time in some subjects throughout the year, now the next year is coming up and some school board members think you school repeat the grade. Others think even though you haven't successfully completed the previous grade, that you should still progress on to the next grade. I believe social promotion is beneficial to students and should be used. Some people think it is unfair that some kids can “cheat” by moving to the next grade when they failed the year before, but sometimes it is easy for kids to bounce back, or catch back up and still be successful in the coming year. Keeping a child longer than their peers or more than a year can hurt their development, damage their levels of self esteem, or aid in bullying.

I enjoyed reading your post and found the story to be sad as well as tragic. I believed it to be very disturbing that a child would do such harm to herself in front of her family. It seems as though the child was in need of a lot of help and attention. A strong sense of self-worth and sturdy moral compass are elements widely viewed as important for building and participating in a civil society (Broderick & Blewitt, 2017). There was not enough support for her bulling issue in the home. The building up of self-esteem begins in the home but continues throughout the developmental process. I have a son and he had self-esteem issues but I constantly built him up to try to make it difficult for anyone to bring him down. It is not an

Around the early 1990’s, 753 kindergartens were evaluated on their social ability skills all the way up to the age of 25 (Robert Wood Foundation, 2015). Children that follow directions, share with others, and assist children with their needs in kindergarten, have a better chance advancing their education past the twelve grade; which will result into better a future (Robert Wood Foundation, 2015). Each milestone up to the age of 25, guardians and the children or young adults that are being evaluated, both gave an update on how that applicant was doing at each data recording. Information about positive behavior, like graduating from college and negative behavior, like a drug addiction was both recorded (Robert Wood Foundation, 2015). Children that scored high on the social ability skills assessment, had a 46% chance of having a full time job by the age of 25 (Robert Wood Foundation, 2015). Kindergartens that scored low on the social ability skill test, is more likely to go to jail before the age of 25 or 82% more likely to be living or placed on the wait list for government housing (Robert Wood Foundation,

Jamie Buesehoff’s (2017) described her 8year-old daughter transition to public school two years ago. Buesehoff (2017) and her husband were nervous about their daughter, Rebecca, attending public school because she is

Social promotion is one of the largest issues when it comes to the education system. It allows children who are not academically ready to move up to the next grade move up anyway just because parents and teachers feel the student will be stigmatized for being one year older then the rest in the grade if they do not. Now many states are beginning preventing schools from allowing social promotion which has its pros and cons.

Imagine two parents who have a child getting ready to go to kindergarten. They are very smart and seem completely prepared for this big milestone. There is only one problem, her child’s birthday does not meet the cutoff date. Now she is faced with the decision of where to educate her child. Does she put her child back in preschool? Should she homeschool her child until the next school year? This is an obstacle faced by many parents all over the country whose children do not meet the cutoff age for enrollment. The answer to the issue is transitional kindergarten. Already implemented in California schools, it is a state-funded, two-year program that allows children to get an extra year of schooling before kindergarten if their fifth

As a direct result of the rapid advancement in technology over the past 50 years, the media has become ever-increasingly present in our everyday lives. The latest fashion editorials and the most exclusive celebrity selfies are always just a click away. Something so pervasive, however, should be intently studied and handled with extreme caution due to the vast influence it can have over its audience’s mind. Too much exposure to certain stimuli has previously been shown to affect cognition and behavior in adolescents. So why should media be any different? Social media apps such as Facebook, Instagram, and Snapchat are becoming increasingly popular in this day and age. However, being fed a constant visual stream of models and celebrities with perfect faces and bodies cannot be very good for one’s self-esteem. For some time now, there has been an ongoing debate on whether media has an effect on self-esteem and if so, whether its effect is positive or negative. Consequently, in this report I will discuss and analyze several studies which address the topic of media and its impact on self-esteem.

The early childhood years are crucial to a child’s development of skills necessary for success in school and in life. Data indicates that expulsion and suspension occurs in preschool at an alarming rate, and racial and gender disparities are of evident (U. S. Department of Health and Human Services, and U.S. Department of Education, 2014). Asking a family to remove a child from a school or program, can produce lasting, negative effects for the child, as well as for the family. Expulsion should only be a consideration after all interventions have been attempted without success, and in consultation with outside professionals and the family (Lamont, 2013).

Most people face self esteem problems at different levels. At some point in life people face this problem without realizing it. In the essay The Trouble with Self-Esteem written by Lauren Slater starts of by demonstrating a test. Self esteem test that determines whether you have a high self-esteem or low self-esteem. The question to be answered however is; what is the value and meaning of self-esteem? The trouble with self-esteem is that not everyone approaches it properly, taking a test or doing research based of a certain group of people is not the way to do so.

Bourdieu and Passeron’s concept was closely studied in this article to help the author demonstrate the affects testing policies have on class selection in US schools. The argument being conveyed is how we have seen academic outcomes increase previously because of test-based grade retention. The outcomes do not come from the support provided to benefit the students but by restricting educational opportunities for students who need the most support. The author provides alternate strategies for ending social promotion that do not observe class inequity nor grade retention.

Social promotion and retention are used for various reasons. Retention is implemented when students have not met the general requirements to begin the next grade. The question that will be addressed is how do social promotion and retention differ? The overall meaning of both will be addressed to give the reader a better understanding of the two. Social promotion is the practice of promoting a student to the next grade level even if the minimum academic factors have not been satisfied. Retention is the approach that is most widely practiced. This is the retention of a grade to reinforce academics. The pros and cons, static’s, and drop out rates will be discussed. All of these

To counteract the discouraging data about grade retention, many school systems have instilled the policy of social promotion. The recent negativism surrounding the tradition of repeating a grade portends a return to social promotion. Social promotion, the antithesis of grade retention, is the automatic passing of a student on to the next grade at the end of the school year, despite his or her

Furthermore, the discussion of the article, Hold Kids Back to Get Ahead? (Stephanie Pappas, 2010, September 6), on the mscbc.com news, was an interesting topic. As I mentioned in the class meeting, my husband and I had to face the dilemma in the summer of 2006. Our daughter was still 4 years old because of her birthday which is November, 2001 yet she was so ready to go to kindergarten after her 2 years of preschool experience. The Catholic school in Los Banos refused to enroll her because of her age, without even meet her: I just had a conversation over the phone with the office staff, and the lady said that a student must be 5 years old to be enrolled so my daughter needs to repeat the preschool at the Catholic school. I thought if she needs to repeat the preschool, it will affect her self- esteem because she probably think, "Why do I have to be in preschool? I just graduate!" So as our conclusion at the point, my husband and I decided that we enroll her in a public school. Yes, she was a youngest and smallest in the class but was a great student in academically, socially, and emotionally. Not only the kindergarten year of her education, she has been always a great student in all the areas. She developed the leadership so she was a member of the student government in elementary and student ambassador in Jr. High.

In social psychology, social influence is a process where someone’s beliefs, thoughts and behaviour change by being exposed to beliefs, thoughts and opinions of others. It manifests in several forms, such as obedience, compliance and conformity. All these types of social influence have been studied by numerous researchers who investigated the reasons why people conform to social norms and obey to authorities, such as Milgram’s classic studies on obedience. His experiments support the popular idea of ‘banality of evil’ –Hannah Arendt (1963)’s famous phrase referring to the capability to accomplish dreadful things out of banal reasons–, revealing that people conform submissively and thoughtlessly to the orders that authorities deliver, no