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Essay / Research Paper Abstract
A 4 page paper that discusses two distinct topics. The first part discusses the issue of social promotion/grade retention. The paper reports the arguments for and against each option. The second part discusses four important changes in the 20th century and two challenges for the first 25 years in the 21st century. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: ME12_PG2sprch9.rtf
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Unformatted sample text from the term paper:
is the most beneficial thing to do for a student whose achievement is lagging? Decades ago, students were held back and repeated that grade (retention), then, some experts decided the
making a student repeat a grade would have negative psychological effects on the child because he would be older and larger than classmates. In recent years, standards and accountability have
been mandated and some schools are once again retaining students (Jimerson et al., 2006; Johnson and Rudolph, 2001). This has added to the furor about this issue. This issue represents
the greatest "divide between the views of researchers and the views of practitioners and the public" (Jimerson et al., 2006, p. 85). One of the added challenges related to making
a decision to promote or retain is the fact that numerous research studies have been conducted regarding the effectiveness of these two options and results have been contradictory (Jimerson et
al., 2006; Johnson and Rudolph, 2001). Between 1925 and 1999, three meta-analyses were conducted. In general, the studies did not find any significant benefits for students who were retained as
compared to students who were socially promoted (Jimerson et al., 2006). Some studies found greater achievement for retained students but that did not last very long (Jimerson et al., 2006).
These researchers report that just 5 percent of 169 studies analyzed reported significant benefits for the retained students while 47 percent of the studies reported significant benefits for the low-achieving
students who were promoted (Jimerson et al., 2006). There are not as many studies that focus on behavioral and emotional effects on the retained student (Jimerson et al., 2006). Those
that have been conducted seem to find that retention can lead to difficulties in "socio-emotional and behavioral adjustment" (Jimerson et al., 2006, p. 88). The research just reported would not
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