Date Approved
2-11-2015
Embargo Period
3-3-2020
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Johnson, Ane
Subject(s)
Promotion (School)
Disciplines
Elementary and Middle and Secondary Education Administration
Abstract
Educational leaders nationwide cannot decisively agree on a preference for either social promotion or grade retention. Throughout history varied opinions have stimulated divergent public policy and practice. The longstanding divergence becomes understandable in light of consistently inconclusive achievement results. Nevertheless, social promotion and grade retention are commonly practiced in a number of New Jersey Public Schools. This study will undertake qualitative research into student experiences of social promotion. It will strive to understand the factors that contribute to some low achieving students passing later grades on merit while others continue to fail. Given this inconsistency of outcome, it is fitting that recent public policy and educational research has suggested that there is a need for specific programs and practices independent of both social promotion and grade retention. The conclusions of this study will be discussed in light of their potential applications to those alternative recommendations.
Recommended Citation
Hadzimichalis, Anthony, "Socially promoted students' lived experience of transition into high school" (2015). Theses and Dissertations. 380.
https://rdw.rowan.edu/etd/380
