- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- The effects of retention and social promotion on school achievement, 2000
- Creator:
- Evans, Samantha V.
- Date of Original:
- 2000-05-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- This study examines the effects of retention and social promotion on school achievement over a twelve-year period (Fall 1986 - Summer 1998). This process will determine whether students who are retained have a higher level of achievement while those who are socially promoted fall further behind. Grade Level Assessment Test (GLAT) scores were obtained for 1989 and 1992 and compared to determine the level of student achievement at the primary school level. Bahamas Junior Certificate (BJC) and Bahamas General Certificate of Secondary Education (BGCSE) scores were obtained and compared to determine the level of student achievement at the high school level. Student records and enrollment files were obtained to track them over a twelve year (12) period to get an indication of the retention rate, drop-out rate, and promotion rate per year. A researcher-constructed interview was administered to twenty percent (20%) of the elementary school principals, ten percent (10%) of the secondary school administrators and the Primary Mathematics Officer of the Learning Resources Unit, to gather information regarding their perception as it relates to the effects of retention and social promotion on school achievement. The findings indicate that retention and social promotion can have profound negative effects on school achievement. It showed that there was a significant difference in the achievement of students normally promoted when compared with those socially promoted and retained. The students socially promoted and retained both scored substantially below the normally promoted students but still showed a difference in achievement; resulting in all three hypotheses being rejected. Based on the results of the interviews conducted, principals and administrators believe that there can be a significant difference in achievement depending on the following factors: whether retention is properly decided and implemented, the level at which students are retained which can significantly determine its success, the resources available to assist these slow learners, and the support received from schools and homes.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2000_evans_samantha_v
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
