The Long Term And Short Term Effects Of Grade Skipping Essay

Throughout high school, students are prepped for college. Almost the entire curriculum revolves around getting into or being prepared for college. Many of these students are independent and intelligent individuals. College may be the perfect place for them. Linda Lee contemplates the fact that even though statistics show that college graduates make the most money, the statistics also point out that these students were “the brightest and hardest-working” students. There are also students that fall between the cracks of these statistics. Some students may be skilled in certain areas, but do not make the test scores to apply for a university. Others may be on the

Michael S. Teitelbaum argues in his report, “ The Myth of the Science and Engineering Shortage” that while it may be true that there is an increase in STEM jobs in the US, the fact is for the majority of STEM jobs the wages have been stagnant or declining, indicating that there is no demand for STEM graduates. Teitelbaum continues by stating that it is very simple to claim there is a shortage in STEM by hand-picking specialized fields in STEM that may currently have a shortage due to location and specific years, as a result of changing technology, But to state that all STEM related occupations are experiencing a shortage because a few specialized fields are experiencing a shortage is dangerous as it paints a false a narrative of reality to pursuers’ of STEM degrees. In addition when comparing the unemployment rate of occupations such as registered nurses, physicians, dentists, and lawyers to occupations in STEM, that proponents of STEM have valiantly claimed are experiencing a massive shortage, the unemployment for STEM occupations is staggering. With recent graduates suffering the most with unemployment rates in engineering and computer science above seven percent, as well as an unemployment rate hovering slightly below twelve percent for graduates in information systems ( Teitelbaum). Teitelbaum states that while it may be true that the US is consistently scoring in the middle in international assessments, they are still producing a third of all high-performing students in science and fourteen percent of high-performing students in math. In addition, he states he is not against the push for science and math, as he believes all high school students should be adept in both, but that there is “a big disconnect between this broad educational imperative and

Historically, letter grades have served as a tool to rate educational intelligence. By looking at the progression of a student’s grades over time, people are able to determine whether or not the students are developing skills in certain areas. Using a one letter grade to determine progress has received many critiques as a common system used in America’s education. Critics claim letter grades cause students motivation and creativity to decrease because grades shift students focus from learning the material to obtaining a good grade.

Since the 1990’s however, there has been a 33% increase in the number of Hispanic Students enrolling in STEM programs. This does not mean that they necessary complete their degree, as Hispanics more likely to drop out of the program or university than their white counterparts. It used to be that one required a formal collegiate education in order to enter the STEM field, but more and more STEM students are entering the field through the completion of IT technical programs, or certificate programs. Hispanics have been taking advantage of this easier pathway into STEM careers, as 24 % of all STEM technical certificates were earned by Hispanics in the 2009-2010 school year. Unfortunately, the percentage of STEM degrees earned by Hispanics experienced

The data collected reveals that Holly Grove High School has an extensive STEM focused program that requires students to apply for admission during their final year of middle school. For entrance, the school also requires an above average performance on the 8th grade examinations for reading, writing, mathematics and science, which is mandated by the state, community involvement, and extracurricular activities. The data presented is descriptive statistics. The scales of measurement that are used in this data set are nominal, ratio, and interval. The participants in the data set are nominal because the information is listed as numbers and are used for labeling variables, without any quantitative value. (Salkind, 2017) The GPA is ratio data

The affect of low socioeconomic status is still influential among high achieving students, with the likelihood of achieving a bachelor’s degree increasing with socioeconomic status on students that scored in the upper quartile of an eighth grade math exam (Lee et all., 2008). Race is still an indicator of academic achievement, but its direct and indirect effects are less strong (Lee et all., 2008). Students of majority race (White and Asian) complete high school at a rate of 93%, while students of the non-asian minority complete high school at a rate of 85% (Lee et all., 2008). The gap between students of differing socioeconomic status was far wider, of 44 percentage points, as compared to the gap between races and high school completion rates, which is 8 percentage points. Differences in gender also shows discrepancies, with 31% of females receiving at least a bachelor’s degree and only 26% of males receiving at least a bachelor’s degree.

America’s school system is dramatically declining due to the lack of preparation that America’s High-school 's fail to deliver to its students. High-schools and their incompetent teachers do not adequately prepare students for jobs in Stem fields. STEM jobs are Science, Technology, Engineering and Math careers that pay wages close to double the U.S average. STEM jobs are vital in order to obtain a thriving market of new ideas and inventions in the world. Without proper teaching from qualified teachers in these particular fields many students may lose interest, not enjoy their teachings, or not even properly understand what STEM jobs are. This leaves many students unsatisfied with their experience limiting their abilities to do something great. Teachers are frequently found lacking degrees in the particular fields they teach: “Almost 40% of high-school math teachers have neither a college major nor minor in math.” (Chang 345). American students learn from unqualified teachers, hindering their ability to get a job in the fast paced twenty first century. It is important to understand the direct correlation between the mastering of essential subject matter and the success of our students to better the country. Studies have been shown to prove that teachers can change the trajectory of their students’ lives. Teachers who lack complete understanding in the fields that they teach can greatly negatively impact students lives further down the course of their lifetimes. Therefore when

Students in modern high schools are expected to master the fundamental subjects of math, science, english, history, and additional mandated circular classes. Not assuming that high schoolers know exactly what they want to be when they grow up, it is understandable that a basic intelligence of these subjects is necessary, however, once students show interest in a career field, the opportunity to start focusing on the characteristics needed

Investigating college-readiness by looking at the data for particular groups pinpoints definite achievement gaps. The profile of a college student in the United States reveals that about 60% of recent graduate are “not college-ready” (Kirst, 2007). High school graduation data broken down by ethnicity indicates that 97% of African Americans and 90% of Hispanics are not college-ready upon high school completion (Collins, 2009). This percentage compares to 33% of Caucasian and 25% of Asian students being college-ready at high school completion (Bettinger & Long, 2007). Further, an investigation of gender disparities reveal that males and females tend to perform similarly on college readiness

Grade retention, the act of holding students back a grade, often occurs during the early stages of schooling. During the early stages of education, students look to their parents and teachers to instill the importance of education. It is essential that early on students have support from their parents and teachers, working together to motivate and teach the skills necessary to succeed in school. However, many factors can lead to early grade retention, which later influences a student’s future education.

There are myriad unforeseen consequences when schools use the traditional grading system. For the past century, traditional grading practices and policies that have contributed to much of the failure of student achievement. The use of the traditional grading system has slowly led to the major issue of grade inflation. Most often students’ grade tend to be inflated with the help of non-academic factors such as homework, participation and student effort. High school teachers tend include effort as part of the grade, giving high grades to students who work in class despite whether they

The focus of this article is to see if early grade retention, based on low achieving academic or social skills, influences the outcome of completing high school. Due to the recent implementation of educational accountability, new policies state elementary school students have to reach specific performance outcomes in order to avoid retention. The authors found that early grade retention, likely, does not impact the student’s completion of high school.

Carter, Michael and Patricia Lara. "Grade Inflation in Higher Education: Is the End in Sight?" Academic Questions, vol. 29, no. 3, Sept. 2016, pp. 346-353. EBSCOhost, doi:10.1007/s12129-016-9569-5.

Annually, it is estimated that roughly 15% of students are retained, representing approximately 2.4 million children (Jimerson, 2001; Mattison, 2000). In general, children who repeat a grade are 30% more likely to drop out of school as compared to their promoted peers and the retention trend is increasing, up approximately 12% from 1980 to 1992 (Owings & Magliaro, 1998). Retained students have an approximately 60% chance of dropping out of school by the 12th grade and those students who have been retained twice increase their chance to 90% (Parker, 2001). Rumberger (1995) identified grade retention as the single most powerful predictor of dropping out. It is estimated that 40% of the total number of repeaters are from the lowest SES brackets compared to only 8.5% from the highest SES groups (Owings & Magliaro, 1998). Research by Meisels (1993) discovered that more than two-thirds of all retentions occur before fourth grade. These discouraging statistics also come at an enormous expense; grade retention costs approximately 10 billion dollars per year (Natale, 1991).

A STEM education is a necessity in the United States because the country is lacking knowledgeable people in such fields. However, one is better equipped for multiple job and career positions with the addition of a liberal arts education. It is nearly impossible to transition to different careers with only vocational training. In 2003, the Organization for Economic Cooperation and Development studied math and science literacy among fifteen year olds. The United States was ranked number twenty-four in math literacy (Drew 27). They are behind countries such as Finland, Slovak Republic, and Hungary. Likewise, the United States was ranked number nineteen in science literacy (Drew 27). It is obvious that the country is behind. STEM education needs to be reformed at the secondary and post-secondary levels of schooling. Katrina Trinko, a member of USA TODAY’s Board of Contributors, agrees that more emphasis should be placed on STEM education; however, this emphasis should not be at the sacrifice of a good liberal arts education. She writes, “Even technology wizards can become more innovative with a solid background in liberal arts” (Trinko 6). A liberal arts education is beneficial to people in all career fields.