Grade retention practices in public and private schools in Lebanon (original) (raw)
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Grade Retention: Is it a Failed Practice?
Academy of Education and Social Sciences Review, 2021
This research study was conducted to explore the grade retention practices in private schools of Karachi. The study focused on the impact of grade retention and investigated its effectiveness in terms of its merits versus demerits. The context of the study was six private schools of Karachi and scorecards of the failed students from the selected schools, who were in grade six, seven and eight. To achieve the objectives of the study, a mixed method was undertaken to collect the data. The quantitative data were derived from the scorecards of 84 students of two years, summing to a total of 168 scorecards of 84 failed students, who repeated the class in the same school. Paired sample t-test, one sample t-test and two-way MANOVA were applied to analyze the data. The researcher conducted interviews of six teachers and three principals. The interviews were transcribed and decoded, followed by categorization to explore the themes that emerged. The most crucial finding of the research is tha...
Longitudinal Literature Review on Grade Retention
International Journal of Educational Leadership Preparation, 2009
This module has been peerreviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is
This document compiles a series of three policy briefs focused on the subject of grade retention. The first brief, "Grade Retention: A Flawed Education Strategy," suggests educators and policymakers caution the use of grade retention as a remedy for poor student performance. As concluded by the majority of past studies, grade retention is a failed and expensive strategy to increase academic achievement. This brief asserts alternative remediation strategies such as individualized student instruction, parental involvement, curriculum development, and school restructuring, should be explored and used to bring under-achieving students up to standard. The second policy brief in this document, "Cost-Benefit Analysis of Grade Retention," provides a possible economic framework to quantitatively evaluate the costs and benefits to society of retaining one student in a grade level for an additional year. Using the standard criteria for looking at the costs and benefits of s...
A prospective, longitudinal study of the correlates and consequences of early grade retention
Journal of School Psychology, 1997
The characteristics of children retained in early elementary school and the effects of retention on achievement and adjustment were examined throughout the elementary years and again at age 16 years. When compared to a group of nonretained children who displayed similar levels of early achievement and were comparable on two measures of intelligence, the retained subjects were more likely to be males with significantly poorer adjustment. Parents of comparison children were higher on IQ and were more involved with the school than parents of retained children. Controlling for initial levels of achievement and adjustment, little evidence was found supporting retention as an intervention for improving educational outcomes. The retained group showed a temporary advantage in math achievement, but this disappeared as both groups faced new material. Moreover, the retained group exhibited significantly lower emotional health in the sixth grade. It is concluded that elementary grade retention was an ineffective intervention for both achievement and adjustment.
Comparative Education Review, 2013
This study investigates to what extent national educational policy factors can explain differences in the probability of students repeating a grade in primary and lowersecondary education across OECD member countries. Data from the PISA 2009 study, different issues of the OECD Education at a Glance brochure, and the TALIS 2007 study were analyzed by means of three-level logistic regression models. The results indicate that a remarkable amount of variation in the likelihood of student grade retention lies at the country level. National educational policy factors, however, only partly explain this variation, indicating that traditions and societal beliefs regarding the benefits of grade retention also play a role.
Research examining the effectiveness of grade retention has provided overwhelming and seemingly irrefutable evidence that grade retention is an ineffective and potentially harmful practice. However, proponents of grade retention often advocate that retention in the early elementary grades (e.g., kindergarten, first and second grade) is the justified exception. This longitudinal study examined the reading growth trajectories of students (n ϭ 49) from first through eighth grade. Hierarchical linear modeling analytic procedures provided novel insights regarding the relative reading growth trajectories among retained students, comparing those students retained in kindergarten through second grade with those students retained in Grades 3-6. The results revealed that the growth trajectories of students retained early (Grades K-2) were comparable to those retained later (Grades 3-5). These findings failed to support the efficacy of retention at an earlier grade in elementary school.