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Hub AI
Social promotion AI simulator
(@Social promotion_simulator)
Hub AI
Social promotion AI simulator
(@Social promotion_simulator)
Social promotion
Social promotion is an educational practice in which a student is promoted to the next grade at the end of the school year, regardless of whether they have mastered the necessary material or attended school consistently. This practice typically applies to general education students, rather than those in special education. The main objective is to keep students with their peers by age, maintaining their intended social grouping. Social promotion is sometimes referred to as promotion based on seat time—the time the student spends in school. It is based on enrollment criteria for kindergarten, which often requires students to be 4 or 5 years old at the start of the school year (5 or 6 years old for first graders), with the goal of allowing them to graduate from high school before turning 19.
Advocates of social promotion argue that it is done to protect students' self-esteem, foster socialization with their age cohort, encourage participation in sports teams, or promote students who may be weaker in one subject but stronger in others.
In Canada and the United States, social promotion is generally limited to primary education. Secondary education is more flexible, as students can take different classes based on their academic level rather than strictly by grade. This flexibility reduces the significance of social promotion. For instance, a student might study social studies with their age group while taking math with younger students, depending on their assessed math level.
In some countries, grade retention is allowed for students who have not learned the required material or who have been frequently absent. The opposite of social promotion is merit-based promotion, where students advance only after demonstrating mastery of the necessary material. This could involve either moving to the next grade or advancing to a higher-level course in the same subject. In grade-based curricula, this is known as "mid-term promotion." In course-based curricula, promotion is open-ended and depends on fulfilling prerequisites for the next course.
Supporters of social promotion policies do not so much defend social promotion as argue that retention is even worse. They contend that retention is not a cost-effective response to poor performance when compared to other interventions, such as additional tutoring or summer school, which are often cheaper and more effective. These advocates cite numerous research findings indicating that retention offers no clear advantages and may even cause harm, with any short-term gains from retention often diminishing over time.
The harms of grade retention, as cited by critics, include:
Critics of retention also point out its financial burden on school systems, as having a student repeat a grade adds an extra year of schooling for that individual, provided they do not drop out. Additionally, some parents express concern that older retained students may victimize younger students.
Opponents of social promotion argue that it deprives children of a proper education. When socially promoted students reach higher levels of education, they may be unprepared, fail courses, and struggle to make normal progress towards graduation.
Social promotion
Social promotion is an educational practice in which a student is promoted to the next grade at the end of the school year, regardless of whether they have mastered the necessary material or attended school consistently. This practice typically applies to general education students, rather than those in special education. The main objective is to keep students with their peers by age, maintaining their intended social grouping. Social promotion is sometimes referred to as promotion based on seat time—the time the student spends in school. It is based on enrollment criteria for kindergarten, which often requires students to be 4 or 5 years old at the start of the school year (5 or 6 years old for first graders), with the goal of allowing them to graduate from high school before turning 19.
Advocates of social promotion argue that it is done to protect students' self-esteem, foster socialization with their age cohort, encourage participation in sports teams, or promote students who may be weaker in one subject but stronger in others.
In Canada and the United States, social promotion is generally limited to primary education. Secondary education is more flexible, as students can take different classes based on their academic level rather than strictly by grade. This flexibility reduces the significance of social promotion. For instance, a student might study social studies with their age group while taking math with younger students, depending on their assessed math level.
In some countries, grade retention is allowed for students who have not learned the required material or who have been frequently absent. The opposite of social promotion is merit-based promotion, where students advance only after demonstrating mastery of the necessary material. This could involve either moving to the next grade or advancing to a higher-level course in the same subject. In grade-based curricula, this is known as "mid-term promotion." In course-based curricula, promotion is open-ended and depends on fulfilling prerequisites for the next course.
Supporters of social promotion policies do not so much defend social promotion as argue that retention is even worse. They contend that retention is not a cost-effective response to poor performance when compared to other interventions, such as additional tutoring or summer school, which are often cheaper and more effective. These advocates cite numerous research findings indicating that retention offers no clear advantages and may even cause harm, with any short-term gains from retention often diminishing over time.
The harms of grade retention, as cited by critics, include:
Critics of retention also point out its financial burden on school systems, as having a student repeat a grade adds an extra year of schooling for that individual, provided they do not drop out. Additionally, some parents express concern that older retained students may victimize younger students.
Opponents of social promotion argue that it deprives children of a proper education. When socially promoted students reach higher levels of education, they may be unprepared, fail courses, and struggle to make normal progress towards graduation.