Has social promotion been eliminated in today’s schools? Do we keep failing students that do not make the grade until they drop out of school?
Social promotion is the practice of passing students to the next grade level even if they have not met the academic standards of that particular school. Social promotion is used because research shows that the practice of repeating a grade has negative educational consequences. On the reverse side, research suggests that promoting unprepared students does little to increase their achievement or life chances.
Most schools do not have a policy on social promotion and fail to report it in fear of creating a poor impression of the school and the school’s personnel. Presumably, high stakes testing accountability in today’s schools have brought an end to the practice of social promotion.
Many schools have chosen alternatives to retention and social promotions. Alternatives that eliminate and/or reduce social promotion include proficiency-based learning, demonstrations of learning that include having students exhibit expected learning standards, and high-stakes tests of which are causing controversy because some students do not test well and may not be promoted because of a low score.
Today’s schools utilize a number of academic support strategies to continuously monitor student performance and adjust instruction to improve student learning. Learning labs with a computer or small group instruction are also used to help students achieve goals. Other strategies include after school tutoring, out of school programs, technology based instructional programs, peer tutoring, etc.
Critics tend to argue that social promotions are unjust to the student because it causes them to fall further behind. In addition, critics insist that the socially promoted student is kept in the same educational setting, courses, and programs that do not work for the student’s educational needs.
People in support of social promotion only see the benefits and argue that repeating a grade increases a negative consequence. It separates a student from his/her natural peer group.
Success for all students begins with schools taking several steps to avoid failure and/or social promotion.
- Intensify the leaning. Making assignments and lessons easier is not the solution. It does not insure that students will achieve a higher test score. Students that are challenged with critical-thinking situations and tougher assignments out perform the less challenged student on a standardized test. Intensifying learning builds high achieving schools.
- Rigorous standards that are clearly defined. This enables teachers to develop lessons and focus on instruction.
- Hiring effective teachers that are well trained in their field. Teacher expertise has a direct connection to high student achievement.
- Meaningful learning that deals with higher-order thinking skills and a connection to real world situations.
- Professional development for staff is intricately linked to improved teaching and learning.
- Assessments that are formative so as to guide the instruction.
- Early intervention for students in need to prevent problems from occurring. Proactive rather than reactive is best.
Social promotion began in the 1930s. Still today, educators want to protect students from the effects of retention. Social promotion and retention both try to remedy problems after the fact instead of taking measures to prevent a problem. Neither one is satisfactory. Low-performing students need immediate attention. Alternative approaches must be demanded so all student succeed.
