Impacts of Student Retention Essay

1. 0 Introduction This report will explore the concepts of existing raising policies in a developed country capital of Singapore. The Minister of Education of Singapore commissi wizd this report to account for the impacts of bookman safekeeping to its advantages, disadvantages and impacts. This report is constructed with at least 6 credible scholarly articles and the MOEs official website. Although the appraisal of retention in Singapore is not unfamiliar, this report will signalize the ramifications of retention and describes the implications of retention in a developed country analogous Singapore. 2. 0Purpose of home run Retention 2. 1Goals of Retention.The practice of holding back ostensibly weaker nurturechilds for one more year on the grounds of failed academic prowess is common land in Singapore. Retention policy calls for requiring students who shake up failed to achieve satisfactorily to parallel their current score the fol minoring year. Promotional Gates in ce rtain(prenominal) grades found that 20 to 40 percent of the students did not qualify for advancement (Brophy 2006, 13). This is motivated by a conservative belief that retaining students provides another hazard to master content which students failed to master and consequently leave students better equipt to succeed in the following year.Most grade repetition in developed countries is imposed by schools on low-achieving students who have make short progress despite regular attendance (Brophy 2006, 12). 2. 2Does Retention Satisfy real Goals Sixth grade students rated grade retention as the single intimately stressful life event (Riggert et al 2006, 71). Repetition is principally do up of two forms, voluntary and involuntary. Voluntary happens when students whom atomic number 18 considered at put on the line drop out of school before attempting the final exams Repetition is associated with low achievement and early dropout (Brophy 2006, 9).Voluntarily means forfeiting the chan ce of progress. Familial background, financial conditions or past stigmas all play a major fragmentise in the decision just now grade retention policy makers trust that it is for schools to maintain high standards therefore retention does satisfy the goals of the school b arely not the goals of the student. 3. 0Factors & Conditions Leading to Failing a savant 3. 1Academic Achievement set repetition is decided on the academic achievement of the student, decision is made by the authoritative body, normally a token(prenominal) grade of 50 percentage achieved in all subjects will suffice in passing.At risk students make up the notable percentage in this category, commands a higher fortune despite regular attendance and class performances. This supports Diederichs statement of schools superfluously weighs subjects through the final examinations as a meter to pass students. These patterns indicate that prior academic achievement and expectations were related to retention (Dieder ich 1978, 10). 3. 2Disciplinary Problems Social influences play a huge part in the nurture of the students mentality towards education.Attri thating to the students behavior, students from lower income families locomote while attendingschool and evidently the student is unable to collapse their full-time attention to their academic endeavors. Staff typically cod student failure or success as essentially the results the students achieved, obviously student effort, ability and motivation are powerful factors in the equation(Wimshurst, Bates and Wortley 2002, 12). Students are oftentimes misunderstood because enthusiasm in a student is often miscomprehended.This attributes to the students interest towards education and forms the outline of his or hers behavior. teach-imposed grade repetition has negative effects on achievement and is associated with kindly change problemsand increased likelihood of dropping out (Brophy 2006, 4) 4. 0Advantages & Disadvantages of Student Repetiti on and chastisement 4. 1 Effects on Academic Achievement Retention does not assist with the students academic achievements. level retention was not found to be a beneficial intervention, overall, in the studies examined (Sterns et al 2007, 220). growing a lack of interest in education, this contradicts to the fantasy that repeating is beneficial. Students have a greater fortune to drop out when forced to repeat. Grade retention has been identified as the single most powerful predictor of droppingout (Swail 2004, 9). On the other hand, a very petite minority showed the tenacity to hold on to their education careers and displayed a subtle improvement in their academic achievements.4. 2Social Effects & Psychological on Students unwilled grade repetition has negative effects on social, emotional and behavioural aspects (Brophy 2006, 16). Grade repetition does not improve academic achievement but the contrary it carries harmful effects on social, emotional and behavioral characteri stics. Displaying poorer social adjustments and negative attitudes, Students have difficulty in adjusting, self-esteem is reduced drastically. medicate use, teenage pregnancy, gangs, school dropouts, suicide, violence, political apathy, casual sex and more deep depression(McInerney 2006, 12) the synthesis of these factors will optimize the likelihood of these students dropping out. Grade repetition is affiliated with long-term effects much(prenominal) as the probability of a poorer education, limiting their employment opportunities. 5. 0Conclusion Cumulative evidence from research clearly demonstrates that there are no distinct advantages to repetition, and negative impacts outweigh the positive.They (teachers) see the temporaryadvantages appear during retention year (Brophy 2006, 28). It is imperative for policy makers to analyze the societal and psychological consequences. Current policies must be revised at an arms length with schools that are beneficial to students and scho ols. It appears that many, if not most politicians, administrators and teachers uphold unaware of the evidence against school-imposed retention or they are misled by erroneous claims that support it (Brophy 2006, 27) 6. 0Recommendations Retention is mandated in a developed country such as Singapore.A conservative education system with policies thatrequires students to repeat without achieving minimal requirements, Singapores education system can benefit by administering or implementing a change in her existing educational policies. Denmark, Japan, Korea, no(prenominal)way and Swedens emphasizes on voluntary promotion and this should put to rest any concerns that automatic promotion policies will lead to mediocre schooling (Brophy 2006, 23). They are as follows Adopt smaller classes in primary and secondary schools ranging from ten to xx students per teacher ratio. Prioritize and provide at-risk students with additional learning opportunities and methods.Teachers and parents m ust be collaborating to prevent the lack of interest in students. Suspend the streaming of students. Students whom are subjected to streaming undergo intense stress to exhibit good grades. not possessing the maturity to handle the pressure and carrying the stigma of this unnecessary rite of passage, the probability of dropping out will increase significantly. Evaluate Students not exclusively through a single high stakes test but track continuous progress through participation and performance. Develop a progressive learning system as an assessment, either for teachers to act upon sort of than just report failureand move on.Number of Words 1095 lengthiness list Swail, Scott Watson. 2004. The Art of Student Retention. Texas high Education Coordinating Board. Roderick, genus Melissa and Jenny Nagaoka. Retention under Chicagos High-Stakes Testing course Helpful, Harmful or Harmless? origination Educational Evaluation and insurance policy Analysis, Vol. 27, No. 4 (Winter, 200 5), pp. 309-340. American Educational Research Association. McInerney, Peter. 2006. Blame the student, turn on the school or blame thesystem? Educational policy and the dilemmas of student engagementand school retentiona Freirean perspective.University of Ballarat. Stearns, Elizabeth, Stephanie Moller, Judith Blau and Stephanie Potochnick. 2007. Staying Back and Dropping out The Relationship betweenGradeRetention and School Dropout. Source Sociology of Education,Vol. 80, No. 3 (Jul. ,2007), pp. 210-240. American SociologicalAssociation. Riggert, Steven C, Mike Boyle, Joseph M. Petrosko, Daniel Ash and CarolynRudeParkins. 2006. Student Employment and Higher EducationEmpiricism andContradiction. Source Review of EducationalResearch, Vol. 76, No. 1(Spring, 2006), pp. 63-92. AmericanEducational Research Association. Diederich Ott, Mary.1978. Retention of Men and Women EngineeringStudents. Source Research in Higher Education, Vol. 9, No. 2 (1978),pp. 137-150. Springer. Bosshardt, William. 2004. Student Drops and Failure in Principles Courses. Source The ledger of Economic Education, Vol. 35, No. 2 (Spring,2004), pp. 111- 128. Taylor and Francis Ltd. Tinto, Vincent. 2001. Taking Student Retention Seriously. SyracuseUniversity. A. Bali, Valentina, Dorothea Anagnostopoulos, Reginald Roberts. 2005. Source Educational Evaluation and Policy Analysis, Vol. 27, No. 2(Summer, 2005), pp. 133-155. American Educational ResearchAssociation.