Social Promotion or Retention: The Only choices for failing students?

Overall, I think there is more of a case for getting rid of and not having social promotion, but instead having proficiency tests that allows all students to increase or decrease their level of education versus having grade

Although legislatives assumption was that high stakes testing would enhance understudy inspiration, and raise understudy accomplishment, that supposition was completely incorrect. The effect of standardized testing (high-stakes testing) has not been positive throughout the United States at all. Due to the lack of motivation, the high retention rate, and notable change in dropout rate, it may be a while until many states recover, especially for states like Louisiana. According to Nola, Louisiana is tied with Florida for having one of the country’s fifth lowest graduation rates, and one of the highest dropout rates. Our society needs to come together and think of a plan that will help students, and prevent the increasing number of kids who decide to give up on school. A system that will benefit both students, and teachers should be created; making it better for both, students and teachers to work together properly. With a new system student motivation may improve, the number of over aged students sitting in the wrong grade will decrease, and the notable dropout rate will actually

Today, schools are engrossed on educational reform as a top priority for educational success. This focus can be contributed to The No Child Left Behind Act (NCLB), which develops responsiveness of the poor performance of schools. Especially those schools that are deemed to be in lower-income neighborhoods that are known to be disadvantaged (Gresham, 2005). With NCLB, federal laws now demand schools to collect information on students’ performance to help recognize the true extent of the problem with struggling learners.

A successful model by which those who struggle can be tested and interventions employed could include four phases: 1) tracking rate of growth of students within an entire classroom in which several struggling students have been identified, 2) assessment of “at risk” children – those whose performance is significantly below the rest, 3) classroom-wide adaptations to create a more academically nurturing environment, and 4) re-assessment of the at-risk students and entire classroom in general (Vaughn and Fuchs,

In the United States many students face many problems or terrible conditions in their lives at home, school and in life in general. These problems and conditions can affect students tremendously when it comes to schoolwork or academic success. Many schools nationwide have set up programs or assistance to help these students succeed despite the problem or condition being faced.

The need to improve student learning in low-performing high schools is often complicated by inadequate knowledge

Research from Chicago by Reynolds, Temple, and McCoy (1997) indicates that that grade retention is harmful to academic success and scholastic development, especially if it occurs in elementary school. The research suggested reasons as to why retention is not effective, one being children who have been held back to not improve or do better academically. Also the decision to hold a student back often has no link to academic performance but more for nonacademic reasons. Factors like gender, minority, social and economic status all play a role in

In the generations before, when our parents and their parents went to school, if they failed a grade, they would be required to repeat that grade. Today, we have the concept of "social promotion". Basically, social promotion is where a study may advance to the next grade, even after failing the previous grade. While this sounds like a beneficial idea, it actually harms the student more that it helps for multiple reasons.

But supporters of retention argue that these low-performing students stand to benefit from additional instruction before continuing on to more challenging material. However, during the 1960’s, concerns that retention hinders the social, emotional, and cognitive development of students led many educators to call for students to be advanced to the next grade with their peers regardless of their academic performance, or in laymen’s terms “social promotion.”

The ideas of No Child Left Behind have been debated from the start of the implementation of the initiative. Increasing the successfulness of underperforming students is certainly an admiral goal that should be a focus in schools across America. The No Child Left Behind Program, however good it’s intentions may have been, has failed to bridge the gap between the lowest performing students and their peers. What it has done is increased the need for supports for challenged learners which has in turned has required more money from the schools ever tightening budget cuts.

Throughout the years there have been many changes throughout the education department. In the early 2000’s the main idea was for all students to be equal (Croft, Roberts, & Stenhouse, 2016). In 2001 the No Child Left Behind Act went into effect. The act was to have statewide testing and schools must record in grades 3-8. The education department in each state determined that they wanted every student to be proficient by 2014 (Neill, 2016). Throughout 10 years that the No Child Left Behind Act was in effect, there were no significant gains in students achievements. The student 's scores made the government realize that it was going to be impossible for every student in the United States to reach proficiency (Croft et al., 2016). Knowing that not every student can reach proficiency but yet Obama is increasing teacher’s accountability through high stakes tests scores of students.

During the turn of twentieth century the public education system had no, or very few, school programs for low performing students. Over the years, education as we know it has been influenced by a number of different factors. Some of those factors are the evolving of federal laws, the civil rights movement, the changing of the social spectrum, political beliefs, and the increase number of immigrants into the United States. These factors coupled with students that are below grade level, on grade level, above grade level, and those that have a wide range of skills and abilities make it very difficult for one teacher to be completely effective in teaching multiple skills in the classroom.

If there is a child that is a far distance from being satisfactory, what logic is there in instructing them to work more diligently? There is a stark contrast between being challenged, and being overwhelmed. In averse to doing this, schools need to set personal goals for the students that are not sufficient. Our school does a wonderful job of this, with encouraging students to strengthen their score by 10% every year. By stating a personal goal, it may seem more effortless to achieve than a national average that is not attainable. Society raises children by telling them that being different is good. However, when it comes to testing, we are all expected to be somewhat the same. This is utterly unfair for children with disabilities that are physically or mentally unable to exceed at the level of others. They should be given their own goals, and helped to accomplish those goals as opposed to a national or state

Have you ever seen an eighth grader, who has no mental or physical disabilities, struggle through basic third grade math? Throughout high school I have and it has become a common sight in our schools. Some were placed in remedial classes, while others sat next to me in some of my honor’s course. Students are being passed through school without being taught the basic skills necessary to be successful in today’s society. Measures need to be taken so that these students are not pushed through school and thrown into the real world without the skills necessary to succeed. The solution to this is through standardized classes and periodic evaluations of both teachers and

When a student fails to reach performance levels expected for promotion to the next grade, educators face a range of choices; they can provide extra tutoring, place the student in summer school, or, as a last resort, hold the student back for a year. This last option often proves to be a difficult and contentious issue for both schools and students. In my opinion, keeping a child in a grade for longer than a year will not hurt them, but make them a more resourceful student. Retention is a severe step, but it can benefit struggling students by teaching them better studying styles, improving their organizational habits, helping them obtain a more sophisticated manner, increasing their communication and social skills, and helping them learn things