The Importance Of Retention In The Education System

Retaining students is not a new practice; in fact, it has been used for decades (Powell, 2007). Initially retaining a student was a consequence for poor academic performance; however that no longer seems to be the case. With the Florida’s “test-based promotion policy”, students can be retained solely for not meeting the “benchmark on the reading portion of the Florida Comprehensive Assessment Test (FCAT)” despite how well they are actually doing academically (Greene, J., & Winters, M.,

In viewing our school data one of the first things that caught my eye was the fact that in third grade we had a 19.8% retention rate (Texas Education Agency, 2014). That particular grade level had the highest retention rate in the entire school. Looking further at the data, I discovered that during the 2013-2014

Although legislatives assumption was that high stakes testing would enhance understudy inspiration, and raise understudy accomplishment, that supposition was completely incorrect. The effect of standardized testing (high-stakes testing) has not been positive throughout the United States at all. Due to the lack of motivation, the high retention rate, and notable change in dropout rate, it may be a while until many states recover, especially for states like Louisiana. According to Nola, Louisiana is tied with Florida for having one of the country’s fifth lowest graduation rates, and one of the highest dropout rates. Our society needs to come together and think of a plan that will help students, and prevent the increasing number of kids who decide to give up on school. A system that will benefit both students, and teachers should be created; making it better for both, students and teachers to work together properly. With a new system student motivation may improve, the number of over aged students sitting in the wrong grade will decrease, and the notable dropout rate will actually

“Unintended Educational and Social Consequences of the No Child Left Behind Act” Journal of Gender, Race and Justice, no. 2, Winter 2009, pp. 311. EBSCOhost. In this peer-reviewed academic journal article, Liz Hollingworth, an associate professor in the College of Education at the University of Iowa, explores the history of school reform in the United States, and the unintended consequences of No Child Left Behind (NCLB). Hollingworth states that the great promise of NCLB is that schools will focus on the education of low-achieving students, reducing the gap in student academic achievement between White students and African-American, Hispanic, and Native American student populations. Hollingworth states that an unintended consequence of NCLB was that teachers and school administrators had to shift curriculum focus in an effort to raise test scores, but in some cases, they had to also abandoned thoughtful, research-based classroom practices in exchange for test preparation. NCLB also affected teachers, highly qualified teachers left high-poverty schools, with low performance rates especially those schools where teacher salaries are tied to student academic performance. Hollingworth concludes her article by stating “we need to be wary of policy innovations that amount to simply rearranging the deck chairs on the

According to the National Association of School Psychologists (2003), each year, schools retain as many as 15% or more than 2.4 million American students. Other studies found that between 30% and 50% of all students experience retention at least once by the time they are freshman in high school (Robertson, 2001). For students in urban districts, the estimated retention rate is approximately 50%. The National Center for Education Statistics (2006), estimated that the number of students retained at least once in their school career ranged from 10% to 20%... Of those retained, black students experienced retention more than twice as much as white students, and boys twice as much as girls. The controversial practice of grade retention is a concern

Many researchers have been interested and have conducted different experiments on whether retention causes positive or negative effects. One group of college professors followed two groups of students in Florida: the first group barely passed the reading test and got to continue to fourth grade, the second group barely missed the mark and had to repeat third grade. The researchers continued to watch these students for the following eight years; they saw that the major effects started to fade, but after a few years the kids that were retained had fewer remedial classes and higher GPS’s when they got to high school (Kamenetz, 2017). The common belief is when a kid is retained, there is an increased risk of them falling behind in higher grades

The No Child Left Behind act mandated, by federal law, that new measures be taken place to hold elementary and secondary schools in all states accountable for student education and growth and must meet a certain requirement in order to receive federal financial assistance. But one must ask themselves; should a child’s future

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.

But fear of failure, whether economic or academic, can motivate both.” However I believe some children do value their education just as much as an adult might; not all children need flunking as a means of motivation for them to act studiously and get good grades. Although, I do concede that some children disregard their education, I still maintain not all children disregard their education. There are many children who value their education as much as an adult might without the fear of failing. AP students for example, AP students show how much they value their education by taking AP classes.

With the introduction of standardized testing, the education system has become much more linear. When the “No Child Left Behind Act” was instated in 2001 by the Bush administration, the amount of

The problem selected for this discussion post will be on grade retention. Grade retention for many years has been in the public eye, since former President Clinton ended the “Social Promotion” in 1999, and especially, when President Bush implemented in 2002 the “No Child Left behind Act” (Hong, G., 2005). Thus, the No Child Left behind Act, addresses that every states set guidelines in the reading and math curriculum. Further, Goldberg (2004) revealed in a research study conducted that 30% to 50% of ninth graders have repeated a grade during their school years. According to Renaud, G. A., (2013) & Al-Fadhli et al, (2010) states that the No Child Left behind Act, was put in place for teachers and schools, however, these high stake test impacted

Conclusion: In conclusion it is evident that student retention is dependent on the personal success of

Many colleges and universities throughout the United States and several other countries face a common problem. Student retention is a growing problem across the nation for all ethnic groups and all ages. Each individual who chooses to drop out of school has their own personal reasons as to why they do. However, many drops out can be completely avoided. When students drop out they are not clearly thinking about how it’s going to affect their future, the future of their children and even grandchildren. Although there are several reasons as to why students drop out of school, we will be exploring a few as it relates to why student retention is a growing problem.

Non-tradition, virtual classrooms are rapidly becoming more common among schools of nursing. These online courses offer flexibility to students who otherwise would not be able to attend a traditional face-to-face class. Although, these classroom offer convenience to the nursing student, studies have demonstrated retention rates are lower than programs offered in conventional brick and mortar school (Gilmore & Lyons, 2012). Retention rates are an important factor for schools. Ellis (2016), states “a low graduation rate or high attrition rate can indicate problems with admission criteria, the curriculum, or teaching effectiveness and mentoring of students” (p.499). The aim of this writing is to survey students and explore factors that have an impact on retaining students enrolled in online studies.

     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