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Essay / Research Paper Abstract
A 6 page paper. Grade retention and social promotion have been two topics of hot debate for decades. Research regarding the efficacy of grade retention dates back more than seven decades. Beginning in the 1950s, research began to focus on the association, if any, between early grade retention and high school dropout rates. Most studies over these years have reached the same conclusion that there is a definite association between the two. This essay reports several of the major studies and their conclusions. The writer also reports a study that revealed the differences between retained students who dropped out and retained students who graduated from high school Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGretdp.rtf
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Unformatted sample text from the term paper:
became practice to hold students back unless they mastered certain academic content (1998). By the very early 1900s, promotion to the next grade level based on mastery of content was
common practice (Owings and Magliaro, 1998). The purpose or having a child repeat a grade level was to give that child more time to develop the skills needed for the
next grade level (Owings and Magliaro, 1998). By the 1930s researchers were reporting the negative effects of grade retention and in 1954, Goodlad published a study based on the
data gathered between 1924 and 1948 (Owings and Magliaro, 1998). That data showed retention had a negative impact on academic achievement (Owings and Magliaro, 1998). By about
the 1950s, researchers were looking at grade retention and future student dropout rates (Owings and Magliaro, 1998). More studies followed in the next two decades, most of which attested to
the fact that there was a strong correlation between early grade retention and high school dropout rates (Owings and Magliaro, 1998). In 1990, the Center for Policy Research in
Education reported that about half of all high school students had repeated an early grade (Owings and Magliaro, 1998). Roderick, in 1995, reported that between 1975 and 1995, "overage students
entering high school [rose by] almost 40 percent since 1975" (Owings and Magliaro, 1998, p. 86). The term overage means that they are older than the average student in that
grade level. For instance, youngsters are typically 14 years old when they enter the 9th grade. It must be remembered when reviewing data regarding overage that there are many reasons
for students to be older than grade-level peers, such as beginning school at an older age. These types of data that cite overage must be viewed with caution. School districts
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