THE EFFECT OF SOCIAL PROMOTION AND RETENTION ON MINORITY PUPILS IN FOUR NEW YORK CITY SCHOOL DISTRICTS
Problem. This study sought to investigate the effect of social promotion and retention on the academic achievement, social adjustment, and attendance of male and female minority pupils. A sample of 256 fifth grade elementary pupils (male and female) was matched by reading score based on their achievement as measured by the California Test of Reading Achievement given in March 1978. The research covered a three year period. The independent variables in the study were promotional status, sex, and school level; the dependent variables; reading, G.P.A., attendance, and social adjustment.^ Methodology. Analysis of variance was employed to analyze the differences in the means of reading, G.P.A., and attendance for the students. Chi square was used to analyze the frequency of social adjustment ratings.^ Findings. Major results were as follows: (1) Relative to reading achievement, no significant differences were found between the male and female socially promoted and retained pupils in the year following retention. (2) Relative to G.P.A., the socially promoted group had a significantly higher score for each year of the study, the year of the decision to retain or promote, the year of retention, and the year following retention. (3) Relative to attendance, in the year following retention, the non-promoted group had poorer attendance. (4) Relative to social adjustment, the socially promoted subjects did differ significantly from the retained group in the year of the decision to retain or promote. In the year following retention, the retainees differed in but one category, responsibility.^ Conclusions. The following conclusions were drawn: (1) Retention is not associated with accelerated academic achievement for male and female minority pupils. (2) Retention is associated with a decline in attendance. (3) Retention is associated with accelerated social adjustment.^ Recommendations. Among other recommendations: (1) Investigation should be carried out to discover which intervention strategies would benefit most socially promoted and retained minority youth. (2) Research is needed to find out the effect of social promotion and retention on the self concept of minority youth. ^
ROACH, SHELDON IRVING, "THE EFFECT OF SOCIAL PROMOTION AND RETENTION ON MINORITY PUPILS IN FOUR NEW YORK CITY SCHOOL DISTRICTS" (1983). ETD Collection for Fordham University. AAI8314608.