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When Does Retention Have the Greatest Positive Impact on a Student‟S Academic Success?

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When Does Retention Have the Greatest Positive Impact on a Student‟S Academic Success? 1 WHEN DOES RETENTION HAVE THE GREATEST POSITIVE IMPACT ON A STUDENT‟S ACADEMIC SUCCESS? Thesis Submitted to The Masters of Arts in Education Program Wittenberg University In Partial Fulfilment of the Requirements for the Degree Masters of Arts in Education Judith Ann Kosiba Wittenberg University Springfield, Ohio 2008 2 WHEN DOES RETENTION HAVE THE GREATEST POSITIVE IMPACT ON A STUDENT‟S ACADEMIC SUCCESS? Approved by: Stefan Broidy, Ph.D. Committee Chair Josephine Wilson, Ph.D. Committee Member Barbara S. Arnold Committee Member 3 Table of Contents Acknowledgements Page 4 Definition of Terms Page 5 Introduction Page 6 Literature Review Page 9 Methodology Page 23 Data Collection and Analysis Page 24 Teacher Survey Page 30 Discussion and Alternative Approaches Page 37 Summary Page 45 References Page 48 Appendices Page 55 Appendix A: Data Sheet Appendix B: Correlations Appendix C: Multiple Regressions Appendix D-G: Chi-Square Tests and Charts 1-15 Appendix H: Teacher Survey Appendix I: Student Study Educational Plan Appendix J: Student Assistance Team - Promotion/Retention Appendix K: High Stakes Override Parent Consent Form Appendix L: Demographics of Alliance City & Alliance City Schools 4 Acknowledgements I‟d like to personally thank Superintendents Steven Stohl and Peter Basil, and the Alliance School Board for allowing me to review school files in order to conduct my research and to obtain the information needed for this thesis. I would also like to thank Mrs. L. Poole, from the high school guidance office for her time and effort in allowing me access to the file room and answering questions. To my thesis committee: Dr. Josephine Wilson, Dr. Stefan Broidy and Mrs. Barb Arnold: thank you for your patience, knowledge, guidance and support throughout the year. Last, but not least I‟m deeply grateful for my family and friends who believed in me and gave me encouragement to finish my quest, especially when I stopped believing in myself. Thank You!!!!!! 5 Definition of Terms 1. Retention- The act of being held back (normally being placed in the same grade for a second year) according to the standards set by the school district in which a student is enrolled. 2. Social Promotion- The act of passing a student to the next grade level, even though he/she does not meet the academic standards set by the school districts grading guidelines. 3. Academic Success- Success a student achieves when he/she completes the required credits or grade card scores executed by their local school district. 4. Dropout- A student who withdraws from a school system before completing their high school graduation requirements. 5. Red-shirted- When a school system or parent holds a student back to repeat the same grade not for academic reasons but for physical qualifications in the sports field. This usually takes place between 8th/9th grades. 6. Alternatives- One or more possible strategies that could be used to receive academic success in a school setting, other than retention or social promotion. 7. Team Approach- An approach that promotes a student‟s academic success by having a team, consisting of educators, parents, administrators, and the students working together. 8. Half-year step- Placing the student in the same grade but a half year ahead, such as 3rd grade to 3.5 grade. The student is showing he/she has received some of the learning in the 3rd grade, but was not able to retain all that was needed to pass. 6 Introduction This researcher has observed throughout 30 years of teaching, in public and private schools, a major push towards social promotion of students in the middle grades, versus effective alternative courses of action, or retention, and a lack of retention in the lower grades, because we do not want students to be traumatized. There is an apparent hesitation on the part of administrators, teachers, and parents to retain students who fail to meet the minimum established academic standards for advancement at all grade levels. To surmise that he/she will catch up or once in high school will then earn the credits to graduate is playing Russian roulette with a student‟s education and future success in life. Through this research I want to examine if and when there is an optimal time retention that will create a positive impact on a student‟s academic success. In the case of social promotion, I believe that failure is overlooked and students are passed on to the next grade, regardless of whether the student has simply refused to do the work or has not learned the material. Once a student enters high school, retention placement is then controlled by an established process of earned credits, which automatically promotes or retains students within a specified grade level. This is when students‟ academic achievements will ultimately manifest themselves in either successes or academic failures. The response from a majority of teachers, with whom I have debated this problem during my career, seem to wipe their hands clean of the situation, because their professional opinion is rarely taken into account. As a result they are highly reluctant to take a strong stance on putting forth what appears to be best for the student. Administrators tend to do what they need to do to assess the problem quickly and to 7 satisfy the parents/teachers who are complaining about retention. No one seems to research and implement a successful package for students who don‟t make the grade. If we continue this trend of delaying the implementation of effective alternatives to social promotion of academically challenged students, it must be asked; are we doing justice to students and the educators who will educate them in the future? Could we promote better academic success at an earlier age through adherence to academic standards for retention verses social promotion, thereby leading to healthier academic achievement throughout students‟ educational endeavours? The goal of this study is to understand and develop information for retention and social promotion which will provide insight for administrators, teachers, and parents in determining how and when students can achieve academic success, and if they are to be retained or socially promoted. The time when students should be retained needs to be studied so the student will benefit from the retention. When is retention needed? Is it between K-4th grade, middle school 5th or 6th, or lastly junior high, which is 7th or 8th? If retention does not give students success in a specific grade level, then what alternatives could be used instead (Fine, 1991)? This proposal will examine data about high school students who have been retained and or placed, sometime in their educational career that attended the Alliance City School System in Alliance, Ohio (Stark County). Information collected on achievement in academic areas while looking at other areas such as: discipline, attendance, intervention, age, and transient moves, will help determine whether they are factors in success or failure of a retained or placed student. The results will enable administrators, educators, and parents to professionally make the best decisions for their students‟ academic 8 program, and success throughout their educational careers. This knowledge will then allow educators to make better decisions on how to help students catch up to their peers, and determine if there is a specific time students should be retained to be successful in their educational endeavour. 9 Literature Review Today, educational researchers have long debates over holding students back or socially promoting them to the next grade and whether it will have negative effects on their learning. The No Child Left Behind Act (NCLB) seemed to motivate districts in helping those who are left behind, but has left open the answer to the question; do they help these students succeed academically? According to recent research, there are over 2 million students held back every year in the United States (Jimerson, Pletcher, & Kerr, 2005), which raises the question, is retention or social promotion the best solution for success? Twenty-five years of research disputes these alternatives and this failing course of action. Schools by the 1980‟s were considered successful with over 85% of students graduating and continuing on to college. But by 1983 as stated by President Reagan, we had a public school monopoly and a failure to strive for excellence (Mondale & Patten, 2002). Suddenly, the public was not confident in the American school system, raising the need for school reform. The administration‟s report, A Nation at Risk, connected the American public‟s worries about the nation‟s economic future to the performance of its schools (in Boyd and Kerchner, 1988, p.1). The report found over 40% of the course work didn‟t adequately prepare students for college or the work force. School surveys and agencies stated schools were in a positive upswing, but the Reagan Administration‟s report stated otherwise. This then led to a series of school reforms. The reforms were centered on more courses in traditional learning; longer school days; more homework and harder graduation requirements. Control of school decisions shifted from the federal government to the states resulting in the development of 10 standardized testing. The absence of reference to school district organization and bureaucracy as part of the reform of public education was no oversight. Rather, the emphasis on school-level autonomy, and state regulation of standards, represented a response to judgments that school district organization and bureaucracy had failed to resolve, and may even have contributed indirectly to the current collapse of educational productivity among American‟s public schools (Malen & Theobald, 2000, p. 283). Since the shift from the government favoring the districts to favoring state control, we have lost that individual agenda that districts possessed.
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