Socially promoted students' lived experience of transition into high school

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.

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2015

Author dc:creator

• Hadzimichalis, Anthony

Contributors dc:contributor

• Johnson, Ane

• Promotion (School)
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/380

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1379