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Grade retention in the united states
Negatives on grade retention
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Introduction Grade retention which is better known as ‘staying back’, ‘repeating’ or ‘being held back’, refers to the practice of having a student return to a particular grade level for a subsequent year after having been at that level a full school year. (Wu et al, 2010). The purpose of this paper will be to answer the research question “What are the effects of grade retention?” based on high schools in the United Sates of America. Statistically, with as many as 15% of all American students held back each year and 30-50% held back at least once before ninth grade, the rate of retention has increased by approximately 40% in the last 20years (Wu et al, 2010). This paper will give the reader an overview of the effects grade retention has on students academic performance, socialization and how it eventually leads them to dropout of school. A number of scholarly articles will be used to accomplish this. Academic Performance The students who are more likely to perform better academically are those who are less rejected and more accepted by their peers. In other words, the retained students performed poorly academically (Wu et al, 2010). A consistent predictor of low reading achievement as well as lower mathematic achievement was retention in grade (McCoy & Reynolds, 1999). Also, as a result of retention in grade being a particular risk factor, retained students are less likely to come to school prepared with books, homework and school supplies or arrive at school on time (Stearns et al, 2007). Moreover, compared to children retained in grades 4-8, children who were retained between kindergarten and 3rd grade were more likely to experience a decline in academic performance. Also, unlike the nonretained children, retained children ha... ... middle of paper ... ...ing grade retention and its effects on self-esteem. REFERENCES Jimerson, S.R. (2002). Winning the battle and losing the war: Examining the relationship between grade retention and dropping out of high school. Psychology in the Schools, 39(4), 441-457. McCoy, A.R. & Reynolds, A.J. (1999). Grade retention and school performance: An extended investigation. Journal of School Psychology, 37(3), 273-298. Stearns, E. & Glennie, E.J. (2006). When and why dropouts leave high school. Youth and Society, 38(1), 29-57. Stearns, E., Moller, S. Blau, J. & Potochnick, S. (2007). Staying back and dropping out: The relationship between grade retention and school dropout. Sociology of Education, 80, 210-240. Wu, W., West, S.G. & Hughes, J.N. (2010). Effect of grade retention in first grade on psychosocial outcomes. Journal of Educational Psychology, 102(1), 135-152.
There are several school-level processes that may affect student outcomes either as direct effects of instructional practice or indirectly through support of students’ social-psychological needs (Rowan, B., Chiang, F.-S., Miller, R. J., 1996).
Breslow, Jason M. "By the Numbers: Dropping out of High School." pbs.org. PBS, 21 Sept.
Holding a student back a grade has a host of negative affects on the student’s life. Most serious, is the chance of dropping out of high school, massively increases when a child is retained. A study by Melissa Roderick in 1994 shows how retention influences dropout rates. The percentage of students who were retained once in kindergarden to eighth grade was about 21% and of those ...
The wise Malcom X once said, “A man who stands for nothing will fall for anything.” The number of high school drop outs is highly increasing due to the diverse obstacles students come cross every day. Many people believe that school is not made for everyone, yet this statement is false. In fact, school is made for everyone since there are numerous programs and institutions around the world to help young adults strive for their dreams. The number of high school drop outs needs to start decreasing since young adults will receive a high paying job if they would receive a degree at a university, will not end up in jail, and be able to start a family with little to no struggles.
High school is the beginning of a new chapter for every student. It is the start of a right passage for young adults. It not only marks a big achievement to finish high school, but it is a greater stepping stone to higher education and career opportunities. It is through hard work that students make it to the end and hopefully are able to continue higher education. Many students make it through easily but many struggle during the process and decide or are even forced to leave their education. But why do students lose their interest in school? It may be that when students notice they are not successful they lose their drive and motivation and would rather do something else with their life that they think is productive. Without success students lose incentives to go to school. Consequently, they have no attachment to their school. Personal problems affecting students seem to be the main cause for students to drop out of high school. Pregnancy is a main factor that affects female students. As stated, “lack of parental and educational support and becoming a parent are two of the most common reasons younger Americans drop out of high school, according to data re...
Azzam, Amy M. "Why Students Drop Out." Educational Leadership 64.7 (2007): 91. MAS Ultra - School Edition. Web. 7 Feb. 2014.
Thomas, J., & Stockton, C. (2003). Socioeconomic status, race, gender, & retention: Impact on student achievement. Essays in Education, 7. Retrieved from http://www.usca.edu/essays/archives.html
Many high school students succeed with a little leniency through their four years. The transfer from high school to college becomes overwhelming and a struggle for some. For students do not comprehend the importance of changing more than their location during the transition. A student must be psychologically, physically, and emotionally mature to pursue college and not venture into a point of no return. Dropping out of college makes the outlook of the conversion difficult to acquire. Individuals should take their time on deciding which college and/or university is the best match for them. There are various reasons that cause persons not to prosper. Issues that individuals may come upon might leave a lifelong scar. Matters such as these should not be as prevalent, creating a problem in the future for the well-being of our local communities and nation. The awareness of the causes of students dropping out will help educators, mentors, writers, and others to prevent occasions like this. Soon the dropout rate will increase and the hope for everyone being educated to acquire the needed knowledge to deal with upcoming improvements and preventions. The need for high school students to transfer into college smoothly and maintain self-discipline is significant. Anne Mallinson, Mark Kantrowitz, and Caralee Adams support this indication as well, providing several respectable points.
Expectations of today’s educational qualifications for high school students are different than it was in the past. It is not uncommon to hear about a student who did not graduate from school. As shown in table 1, 97 students from Stanly County dropped out of school in the 2011- 2012 school year (“Grade 7-13 Dropout Counts and Rates (pdf.62kb)”). Last school year 3.01 percent of North Carolina’s high school students dropped out of school according to the 2011-12 Consolidated Data Report, as a result the total number of students who dropped out of high school in the 2012 year is 13,488. It is also noted that the top five reasons NC students drop out of school are: 1. Attendance, 2. Enrollment in a Community College, 3. Unknown, 4. Moved, School status unknown, 5. Lack of Engagement. (“Dropout prevention and Intervention”) This number is very high considering that there are only five major high schools in the Stanly county district. This is why I think it is important that something should be done to reduce the high school dropout rate in Stanly County.
Students that come from a family of less educational experince, low income, low budget enviroment, lack of interest, family responsibilaties, working multible jobs, lack of parental support, and parenthood are the one who are most likey to drop out of high school easily. In the perspective of principals and teachers, 61% of teachers and 45% of principals saw lack of support at home as a factor in most cases of students ' dropping out, with 89% of teachers and 88% of principals saying it was a factor in at least some cases (Bridgeland, 2009, p.16). In some over cases, students drop out of school because they feel unprepared and are failing, the students believe that their previuos school years didn’t prepare them for the high school educational levels. Other students said they were just bored during school, wasn’t intersted in the material that was being taught. The excuse of being bored at school then leads to absences; many absences then leads to make up hours and or not walking down graduation. Which then leads the students to make the easiest way out, quiting school rather than making up hours. “Each year, 1.3 million students fail to graduate, dropping the United States’ high school graduation rate to 69%. One of the most salient predictors of high school dropout is socio-economic status
Although our research project continues—it is far from finished—there were several considerations which brought us to the decision to write this book. First, in none of our publications had we spelled out the theoretical framework within which we have operated. It is consequently, with the relationships of our findings to each other, as well as to broader psychological issues, have not been discussed in a manner satisfactory to us. Second, is about we had a fair amount of unpublished data which we felt could only be evaluated within the context of all we have done. Third, is about we became increasingly aware that our work had important implications for psychological practices and procedures in the public schools. This awareness was due not only to our interpretation of our formal findings, or to the fact that we spent a great deal of time in the school setting, but also to the response of various school personnel who felt that our studies could be of great relevance in the development of testing procedures which would be more meaningful than those currently employed in our schools. The final factor entering into the decision to write this book was our inability, for reasons beyond our control, to remain together as a research team. We have worked intimately together for several years, all of us participating in the over-all
Every 26 seconds one of our kids drops out of high school, that's 1.3 million students each year. The main reason for dropping out, the failure to succeed. Society puts an insurmountable amount of pressure on these kids to succeed, however this can actually be extremely detrimental to the students and children.
Rumberger, Russell. “Dropping Out: Why Students Drop Out of High School and What Can Be Done About It” (Dec 19, 2012)
The purpose of Chapter two is to review literature related to the major variables within the study. Two literature reviews were conducted. The first literature review examined the retention rates and low standardized test scores on Students taking Middle School Math. This follows the purpose of the conceptual framework, the Keller’s ARCS model(1987). Here, there will be literature related to inform the study that is related to the research design, intervention design, and measurement instruments. Lastly there will be a section on the Conceptual Framework.
Education is the key to success and there are multiple ways to boost a student’s confidence while attending high school to enhance a better future for his/herself. It is our job as parents and faculty to keep the students engaged and aware of the repercussions of dropping out and to do everything in our power to keep the students productive and interactive to ensure a bright