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Influence of peer pressure on students
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Influence of peer pressure on students
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In the past few decades, several presidents, including President Clinton , President Bush , and President Obama , have called for an end to social promotion as have many advocacy groups. Social promotion is defined by the U.S. Department of Education is the practice of allowing students to continue to pass through schools from grade to grade with their peers without satisfying academic requirements or meeting performance goals at key grades. The theory behind the practice of social promotion is that it’s carried out in in the interest of the psychological and social well-being of the child. The most commonly utilized alternative policy to social promotion is retention, where students repeat a grade and go over the same academic content they …show more content…
If they still didn’t pass, they would have to repeat the grade. With the implementation of the Common Core in 2013, and therefore tougher learning standards and tests, the rigidness of the promotion policy was relaxed, with students not being held back if they do not pass, but rather the students with the bottom 10 percent of the scores being required to attend summer school. Under Mayor Bill DeBlasio, Chancellor Carmen Farina further changed the promotion policy for students in grades 3-8: instead of promoting students from one grade to the next based solely on exam results, teachers and principals will now determine which students are at risk of not making sufficient progress based on a more holistic criteria, which includes classroom work and …show more content…
However, the Chicago policy actually found that “while overall dropout rates decreased with the promotion gate, the gate had adverse effects on the most vulnerable students, and, at best, only modest beneficial effects on other students’ likelihood of completing high school.” The Chicago policy was soon phased out. In the initial years of NYC’s retention policy, preliminary data showed that some fifth graders did indeed achieve higher after being retained. However, risks of dropping out for students previously retained don’t start appearing until as late as eight grade.
Mike Rose's I Just Wanna Be Average essay sheds light on troubled youth within the public school system. It makes you long for the days of American pride and service. Students placed in “tracks'; to utilize overcrowded and faulty test systems. Identity lost due to poor instruction and lack of motivation. The influx of shattered images brought forth by the “Report of the French Commission on American Education, 1879'; reminds us of a time long ago when education was for every child, not select few. Stoic instructors molding young minds in the quest to advance America as a whole. Civic pride and duty were influencing every aspect of American education.
This causes each student to be treated the same, which eliminates the opportunity for them to become unique individuals. As a result, each student’s potential to develop an opinion and change society for the better is removed. The significance of teaching to individuals rather than the class is further described and supported by David S. Broder. In the article “A Model for High Schools,” Broder explains that “the challenge of a tough curriculum, backed by skillful teaching in small classes and plenty of personal counseling, can be a path to success” even for high school dropouts. By using an individualistic approach, “the [Gateway to College program] has been judged a success.
Social promotion has become a controversial topic, however, what is the definition of social promotion? Les Potter (1996) defines social promotion as “the advancement of a student to a higher grade level before the student has mastered the skills of the current grade level” (p. 268). It is similar to giving one an award simply for just participating. It also can be viewed as one teacher handing off their problems to another teacher. In addition, Potter (1996) points out that “social promotion was a failure because students arrived in higher grades under prepared for the instructional level and educators that received them were under prepared to teach them” (p. 268). The issue with social promotion is that it is not helpful for teachers because they are handed students that they may not understand how they can help, which hurts the promoted student since they cannot understand the new
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.
Social Influence Research - Do the Ends Justify the Means? To what extent does the importance of social influence research, justify the methods used in its investigation? The debate about ethics in psychology focuses on two areas: protection of participants and benefiting society. This is a double obligation dilemma as if some psychologists are not allowed to do certain experiments because of ethical restraints; this can cause problems with validity.
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
Our education system faces a myriad of questions. One of which is, what is the main objective of our education system: to graduate students at a high academic standard, to graduate students who can interact socially, or to prepare students wholly in order to become contributing members of society? Parents, school districts, and the government all have their own ideas as to the primary purpose. The means (education) to the end (producing educated citizens) can take many roads or methods. One method goes down the road of social promotion. However, the unpopular practice of social promotion in our schools does not prepare our children academically. It promotes low standards, accepts mediocrity, and gives a false hope of success in a world which is unforgiving towards the uneducated.
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 ...
Education is very important in our life. It measures our life chances and the window of opportunity to success in the society. Our education institution not only teaches us how to write, read and communicate thoroughly, but also social skills that enable us to become a productive citizen of society. The U.S. have taken enormous pride of its ability to provide top-notch education and freedom of its access. "It's the promise of American public education: no matter who you are or where you come from, you will be tugged gently along the path of learning, toward graduation and an open but hopeful future"(Dropout nation). However, the U.S. education is failing- one out of three students in public high school would not graduate, and for African American students, the rates is one out of two. Dropping out of school is no longer an occasion for bad students, but a social phenomenon, a silent epidemic that slowly eaten the strongest nation in the world. The causes of this epidemic is not one, but multifaceted: government, media and family are all part of its causes and solutions. In order to tackle this problem, we must identity our fault and short coming in the past.
Wilson, V. and Hughes, J. (2010). “Who is retained in first grade? A psychosocial perspective.”
eighth grade education or lower were rearrested at a rate of 61.9%, while those who were
I mentioned earlier that within my own school, we have a problem with segregation between students that take different classes. While not an official program, my school system does have a practice of tracking students together based on achievement levels. Starting in elementary school students tend to grouped based on their academic ability. Often times you will see students of color and students from low-income families in what are often called the “bottom” classes. The students many times are then stuck in the classes that do not have the same high expectations as the one or two classes of our “top” students. Those “top” classes are often times over represented by the white students as well as students from more affluent families. Going back to Orfield, et al (2010), one way to keep this from happening is by “detracking” students (p 25). Oftentimes students are labeled at a young age and sent on track that will carry on all the way through graduation. Minority students, ELL students and students from low income families generally do not test well at young ages and then are put on track of education that has lower expectations than their peers that are from affluent white families. According to Orfield, et al (2010), schools that use detracking strategies for their students often see increased
According to Louis (1980), organizational socialization is a process by which individuals come to be familiar with and to appreciate the value, norms, missions and required behaviors of organizations in which they are going to work. Each newcomer of any organizations has to experience a transition period, which typically last between 6 to 10 months, to adapt to a new setting, in another word, to be organizational socialized in the new setting (Louis, 1980). Experiences during this time largely influence the newcomer’s impression and future adjustment of the organization (Song & Chathoth, 2011). Taormina (1994) concluded that there were four factors that impact a worker’s organizational socialization: the received training from the organization, the understanding of the organizational context, the supports from significant co-workers, and the prospects of the future of the organization. Based upon the four aspects, Taormina (1994) created an Organizational Socialization Inventory (OSI) to measure workers’ socialization in organizations. This inventory has been used and examined by following researchers as a reliable measurement of organizational socialization (e.g. Bigliardi et al., 2005; Bauer et al., 2007).
Technology, created to make life easier. What once were both dangerous and tedious tasks can be performed by the touch of a button, with all the bases covered by the technology we possess are we left bored? We do not need to spend time learning skills that would usually be required because we can Google the answer to almost everything the mind desires, we don't even need to leave the house to get food, clothing, miscellaneous objects or even to gain simple social interaction between friends, family and strangers. With all the necessities covered by what now could be considered our life source, are we more reliant than ever before? Are we still capable or this thing called friendship? Is a social network really social? Or is it keeping us from truly being human.