Student Success in a Standards-Based System: Moving Beyond Social Promotion and Retention. A Position Paper of the Association of California School Administrators.

Autor/inn/en	Merrick, Joann; McCreery, Kathleen; Brown, Jim
Institution	Association of California School Administrators.
Titel	Student Success in a Standards-Based System: Moving Beyond Social Promotion and Retention. A Position Paper of the Association of California School Administrators.
Quelle	(1998), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Academic Standards; Educational Change; Elementary Secondary Education; Grade Repetition; Social Promotion; Student Placement; Student Promotion; California + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Soziale Unterstützung; Schülerpraktikum; Support of studies; Studienförderung; Kalifornien
Abstract	This booklet examines ways to promote student success in a California standards-based system. It reviews the history of social promotion and retention in the United States and suggests why it is time to move beyond the "either/or" mindset. The booklet suggests that neither social promotion nor retention solves the basic problem of students' lack of success, and although retention may be appropriate in certain individual circumstances, it is not likely that repeating students will receive different curricular offerings or instructional approaches. The debate concerning social promotion versus retention must also be viewed in the context of accountability. Students must be expected to produce high-quality work, and teachers should develop lessons that engage students in powerful learning experiences. When establishing an effective, standards-based system of public education, it is necessary to identify approaches and use them so that students can successfully progress through school with their age-appropriate peers. Ways in which students meet standards cannot be separated from issues of teacher expertise, professional development, curricular alignment, assessment, school organization, and funding. Changes in classroom practice and reorganization of schools are not enough; the entire school community must support schools in new ways. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC