Over the years, there is a need to improve the quality of education. Schools are encouraged to adapt grade retention to set academic standards. Moreover, when a student has failed to meet grade-level competencies, retaining the child is one of the considered solution for development. And more understanding of the set of courses of the retained grade that will help the students to be prepared to attain the academic and social standards of the succeeding level, in that way the prospect of intellectual and social success will rise (Hughes. 2008).
According to Jimerson, Woehr, Kaufman & Anderson (2004), the use of grade retention has increased in the past 25 years, regardless of the research that did not succeed to prove its usefulness. About 2 million students are being retained every year, and students that are held back before ninth grade is ranging between 30% to 50%. Research proved that retention grade is an ineffective strategy to one’s success, though some may see it as a solution on standards and accountability. There is clearly no involvement that will be an effective solution to the specific needs of all low-achieving students. Furthermore, based on U.S. National Center for Education Statistics (2006), about 9.6% of youth going in ages between 16 to 19 were being retained in 2004. It shows that the highest retention rates are seen between deprived minors.
As written in College Student Handbook in De La Salle Lipa, students must obtain grades of at least 2.50 in all their first year, second year, and third year levels ECE licensure- related courses as defined in the ECE licensure examination syllabi in order to be retained in the BSECE program. Students who failed to meet the retention requirement for the ECE-licensure ...
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De La Salle Lipa.(2013). College Student Handbook Academic Year 2013. pp. 58-59
Jimerson, S.R., Pletcher, S.M.W., & Kerr, M. (2005).Alternatives to grade retention.
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Jimerson, S.R., Woehr, S.M., Kaufman, A.M., & Anderson, G.E. (2004). Grade
Retention and promotion: Information and strategies for educators
Villand, K.R. (2001). The Effectiveness of Grade Retention as an Intervention Strategy for
Academic Failure.pp.41-43
West. (2012). Is Retaining Students in the Early Grades Self-Defeating. Retrieved from :
http://www.brookings.edu/research/papers/2012/08/16-student-retention-west
Wu, W., West, S.G., & Hughes J.N. (2008). Effect of retention in first grade on children’s
achievement trajectories over 4 years: a piecewise growth analysis using propensity score matching. Vol 100. No.2, 727-740. Doi:10.1037/ a0013098
The first issue that has been identified as a significant problem involved in the Achievement gap, is that it is partially the fault of America's educational system. Because of the suffering economy that has spurred the increasing lack of basic necessities in schools across America, there are an increasing number of children who are not being properly educated. Whether it is a deficiency in supplies, poor teacher selection, or administration and staff who are indifferent to the students at their sch...
What is a test? The Webster’s New American Dictionary defines a test as “a critical examination or evaluation”. The World Book 2000 Encyclopedia defines testing as “an attempt to measure a person’s knowledge, intelligence, or other characteristics in a systematic way”. The Wisconsin 2004 freshmen will have to take a graduation test in order to graduate their senior year. They have four chances to pass the graduation examination. This paper will explain how the current requirements for graduating compare to the graduation standardized test. Included are the obstacles that are involved with implementing the test, group and individual opinions concerning the graduation test, and a recent survey of people involved with the test.
Regularly, a student receives a diploma after a certain required course load is completed. On the other hand, some students can complete high school by a means of an equivalency test and receive a diploma that way. Unfortunately, each state, district, and even school uses the term dropout differently (USDE, 1996). The United States Department of Education?s National Center for Educational Statistics has stated three separate ways used to calculate the dropout rate. The first is when the percentage of students who drop out in a single year are reflected by the event rates. The second is when the status rates reflect a percentage of those students who in a certain age range have not finished high school ...
Grade Retention is linked with a child’s socio-emotional difficulties. Certain Studies have discovered that children who had repeated a grade, in comparison to matched non-retained students, indicated poorer social adjustment, more harmful attitudes towards school, more problem actions, lower achievement, and a lesser amount of frequent attendance, even though other studies have established fewer transformations.
Balfanz, R., Legters, N., West, T. C., & Weber, L. M. (2007). Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?. American Educational Research Journal, 44(3), 559-593.
Yan, W. & Lin, Q. (2004, February 24). The effect of Kindergarten program types and class size on early academic performance. Education Policy Analysis Archives, 12(7). Retrieved March 26, 2004 from http://epaa.asu.edu/epaa/v12n7/.
students grades. The goals for all student learning should be on the same level but seems
While some secondary schools do not disregard all standards of teaching, it is becoming more and more common for educators to converge with the increase of unearned grades of students. When such occurrences as this happens, the “disengagement compact, a term coined from George Kuh, [where there is an] agreement between teachers and students, ‘I’ll leave you alone if you leave me alone.’ ” (Allahar and Côté 2). This means that the teacher will not put in too much effort into teaching the students, so long as he/she does not have to mark as many papers or worksheets. This lack of effort from both groups is a main cause of grade inflation. Without anyone pushing students to the fullest extent of their comprehension in certain subjects, there will not be enough material for the educator...
Giving students a grade that they have not earned hinders the youth’s future educational success. A number of schools are no longer giving a grade of zero on assignments, tests, and exams completed by students. While other school districts continue to give students the grade that is adequate for the work they have done or have not completed. Giving students the grade that equals their work is designed to show students where they need to improve. Many school boards want to stop giving out zeros for work that hasn’t been turned in and give a grade that rages around the “D” area keeping children from falling behind in their classes. By allowing student to pass through the school system the educational board is raising their graduation and success
According to the Children’s Defense Fund, in 1989 an average of 1,375 children dropped out of school every day. As a future educator, my reaction to this figure is one of horror and disbelief. Once I get past the shock of such a figure and the obligatory rhetorical questions: How could we let this happen?, I become an investigator. I begin to look for patterns in the profiles of students who have failed. I consider the curriculum these students ingest and how it is fed to them. I try to understand what circumstances result in the forsaking of 1,375 students per day.
Education is undoubtedly one of the most important parts of any human society. Without it human beings could not have been at the current point of time where we all know tremendously about life and the universe. We are now better off than we were. However, it is clear that there is still huge variety of phenomena waiting for our discovery. The most important objective of education is to help human beings pursue their burning desires to learn and reach their potential. In that way we progress. Therefore, it is vital to help or at least not hinder education to fulfill its goals.
Grade retention seems like a reasonable solution to a serious problem. A child is significantly behind their peers, maybe they are emotionally immature, or they cannot quite grasp what is being taught to them. The first thing to do is make sure the child does not have a learning disability, after that, it is determined that since this child is falling so far behind there is no other option than to hold them back a grade. This will ensure that they have time to catch up with their classmates and move on to have a successful school career. Schools implement this every year, despite the research proving how unsuccessful grade retention is. There is no clear cut way to help a struggling child. Children learn in such diverse ways. It is a challenge to help someone falling behind, it takes time, effort and research to realize what is going to be effective for a struggling student. Grade retention is harmful to the student, it negatively impacts the child’s academics, it leads to early dropout, their self-esteem suffers, and it is not a cost effective way to help a child succeed.
Grade retention, better known as “staying back”, “being held back” or “repeating”, has been the topic of much debate within the educational system. The controversy which surrounds this long-standing issue has been reinforced by such topics as the recent endorsement of academic standards. Research indicates that “the rate of retention has increased by approximately 40% in the last 20 years with as many as 15% of all American students held back each year and 30-50% held back at least once before ninth grade” (Dawson, 1998). These discouraging statistics pose copious problems within a school system. The difficulties can be appreciated at the organizational level, as well as inside the classroom and, most troubling, within the individual students. The consequences, both positive and negative, reverberate throughout the school system. Grades retention is an issue which requires a prodigious amount of examination and should be considered carefully and thoroughly.
Many factors affect a student’s choice of staying in school, including but not limited to where they came from, their academic success, and their individual decisions. There are so many effects to this huge epidemic happening to this generation’s students. Although they cannot completely control how their life goes, making education a focus will benefit them greatly in the long run. The students can gain a sense of accomplishment that can boost their self-esteem and confidence later in life. Although school may not be the most fascinating place to go, in the end the effects are worth every minute of it.
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.