If a child repeats a grade, does it cause more harm to the child? Repeating a grade can be tough on a child. In the United States children are retained for many reasons by teachers and principals. However, retaining a child would affect a child’s social and emotional development. Therefore, dropout rates will remain high until something is done to capture a child’s attention. According to the Taking Sides book 2.5 million students are retained each year. (Black & Perry , 2008) Furthermore, if this continues then more state dollars will be spent on a child who remained in the same grade. Therefore, should a child be retained once they became school agers. Retaining a child can assist with their academics all while mastering other areas of concern. A child wouldn’t need to be retained if more interventions were in place for a child to succeed. West states majority of existing studies confirms that students who have previously been retained are at elevated risk for low academic achievement and early dropout. …show more content…
However, forcing a child to repeat a grade could cause social and emotional issues. A child will experience low self-esteem, social issues, emotional issues, or they feel they cannot be academically challenged. Children enter school with their peers, some they know and some they get to know. However, a child is who’s retained and denied the ability to be promoted will experience social issues. Therefore, another concern other than academics has risen. The pattern will continue and other domains will be affected. According to Powell cognitive, affective, physical, and social concerns are important to a child’s ability to function and maintain while attending school (Powell, 2010). Therefore, being retained at any grade has an impact on a child. A child is more likely to be retained because of their lack of academic or socioemotional
According to Gatto, "School are meant to tag the unfit-with poor grades, remedial placement, and other punishments" (37). As an example, schools let students who had poor grades throughout the year to pass the grade only by going to summer school. I have a friend whose dreams were shattered thanks to the system we have now. Andrea 's eleventh-grade year was very difficult for her because her mother died at the beginning of the school year. She struggled with depression, and after being in honor classes for the past three years, she started to struggle with her classes. When she reached twelfth grade because of her low performance in her junior year, she was put in medium level classes. She felt discouraged and she did only what she needed to do to graduate. One of the consequences was that she lost her opportunity to get a scholarship to a university that she always dreamed of going to. I want to ask the school board and teachers, why wait so long to bring attention to a student 's bad grades instead of warning your students at the start of their failing grades? The school system should focus on students like Andrea to provide counseling support to help them cope with their personal problems. Teachers should be working with the parents and those specific students to give them a wake-up call to help them get back on track as soon as
How could holding back a student in a grade longer than average help them? Would not it just make them feel as if they were slower than others? Which could make them develop into something they're not.Academic Achievement of kids who are retained for advancing to the next grades poorer that, that of peers who are promoted. ( http://www.greatschools.org/special-education/health/659-repeating-a-grade.gs?page=all ) Deciding to hold back a student for not successfully completing their grade could result in many problems, such as : low self - esteem, hinderance in the child's development, and the child could become an issue.
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.
social competence, more behavioral problems, more psychological distress, and more learning deficits (Amato & Keith, 1991a; Hetherington, 1972; Hetherington, Cox, & Cox, 1979, 1982; Peterson &
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 ...
My brother just turned eighteen and has decided to quit school to find a job. He has yet
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
and the parent does nothing to help the child, the child will grow up thinking that failing is alright and that
How does dropping out of high school affects students’ lives in the future? Students’ dropping out has become a crisis, President Obama said, “It’s time for all of us to come together parents and students, principals, and teachers, business leaders and elected officials to end America’s dropout crisis” (“ President Obama”). There are 7 thousand students’ that drop out of high school that adds up to about 1.2 million each year, wouldn’t it be nice to drop that number and help kids stay in school instead of dropping out of high school(“ President Obama”). Students’ shouldn’t drop out of high school because they couldn’t go to college, couldn’t hold down a job, and would struggle making minimum wage for the rest of their life.
Children in this stage divert more of their time and energy towards knowledge and education. Teachers, parents, and peers alike are all big influencers at this stage. In my first year of elementary school, I faced the task of making new friends as well as adapting to a new curriculum, having transferred from a Montessori school. Excelling in many subjects, I was placed in a few higher-level classes. These classes were my favorite part of the day and I had an amazing teacher who taught in engaging and creative ways. Many of us in those classes became close friends and felt special for being a part of it all. At the start of fifth grade, however, there was a teacher change and all that shifted. This new teacher didn’t meet my enthusiasm for class, and with a lack of support and understanding my grades began to drop, especially in math. Upon seeing my report card, I cried and decided I wasn’t smart enough to be in higher-level classes anymore. When I told my parents about my failure, their reactions differed significantly. One parent told me they weren’t disappointed as long as I tried my hardest and not to be too hard on myself. Conversely, the other parent wasn’t pleased and wasted no time comparing my abilities to those of my older sisters. Moving on to my first year of middle school, I had the opportunity to take a test that would bump me up to advanced math again, but
Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade they might lose faith in their academic ability. By giving up a student does not reflect their academic ability and their bad grades are not based on what they learned.
Many schools in countries across the globe use educational stratification to “track” students into different categories based on their academic performance. This can start as early as kindergarten, and while tracking may provide some benefit for students placed in the higher tracks, it’s possible that it serves as a huge obstacle for students placed on lower tracks as these students tend to consequently label themselves as “stupid” and believe that they do not have the same ability to succeed as other students. Early education in particular plays a large role in determining a child’s future academic performance. Students react to the expectations their teachers have for them so
The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for it’s rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to “close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom”. (http://www.NCLB.gov) In this paper I will be discussing how this new law closes “the student achievement gap” and setting “standards of excellence for every child” using some of the psychological principles that we have covered in this course. Also I will be addressing some of the flaws that this law has by not addressing some of the theories of psychological developments discussed in our text.
We are told the children of today are the future, and we should put more value on education, but some children are demotivated and some are motivated in our education system. Some popular assumptions on why some students succeed are they are intelligent hard-working students. The popular assumptions why some students do not succeed are they are at risk by a culture of inherent violent. All students should have the same resources, and the same treatments.
Scientists would need to determine if holding a child back who is already struggling can put them further behind socially and or emotionally. For example, would these children show more problem behaviors or have more negative attitudes toward school? Scientist would need to do background research by analyzing children who were retained and see how well they adjusted to school on a social level. Scientists would also need to observe these children carefully to see if they present more behavioral problems than their peers. They would need to determine if there’s a negative effect or a positive effect on children that repeated a grade. Scientist would have to analyze these results and come to a conclusion to see if there’s a social or an emotional impact on these children’s behavior. The strength of this method as it applies to the research question is that parents will get to see if there’s any negative impact on social or emotional development when it comes to retaining their child. The weakness of this method as it applies to the research question is that there’s no definite answer and each child is unique and may cope differently to certain situations. Also, some children will not show any social or emotional development right away but