A.
Tingle, Lynne R., Jason Schoeneberger, and Bob Algozzine. "Does Grade Retention Make A Difference?." Clearing House 85.5 (2012): 179-185. Academic Search Complete. Web. 1 Nov. 2014.
B.
The article first introduces the controversy over grade retention and the effects that tag along, such as "opportunities lost, mental health risks, and educational resources" (Tingle, Schoeneberger, and Algozzine 179). The article then addresses the effectiveness of students who were held back and gives multiple reports of other works provided in the first table. Research showed that grade, gender, socioeconomic status, and ethnicity were big factors that put students at risk of being retained. Studies have also found the consequences of grade retention on social and economic development, such as loss of self-esteem or a sense of school belonging. In order to prove their point, the authors took on their own study and analyzed a large urban school, observing each student’s achievements and characteristics for two separate years. Using chi-square tests, which are commonly used to compare data with other data, they concluded that in the first year more students were retained than in the second year. They also found that the students who were held back in both …show more content…
Not being in the same class with all her friends, lowered her self-esteem and hurt her emotionally. It was painful to watch her repeat the same grade while I moved on ahead. From that point on, I have always wondered how effective retaining students could be so I recently decided to do some research. In an argumentative paper, such as the one coming up, I could use this article to provide facts and evidence about the effects of retention and who is most likely to be retained. Before I begin though, I would need to look at other articles that support retention and the reasoning for
Tingle, Lynne R., Jason Schoeneberger, and Bob Algozzine. "Does Grade Retention Make A Difference?." Clearing House 85.5 (2012): 179-185. Academic Search Complete. Web. 1 Nov. 2014.
B.
The article first introduces the controversy over grade retention and the effects that tag along, such as "opportunities lost, mental health risks, and educational resources" (Tingle, Schoeneberger, and Algozzine 179). The article then addresses the effectiveness of students who were held back and gives multiple reports of other works provided in the first table. Research showed that grade, gender, socioeconomic status, and ethnicity were big factors that put students at risk of being retained. Studies have also found the consequences of grade retention on social and economic development, such as loss of self-esteem or a sense of school belonging. In order to prove their point, the authors took on their own study and analyzed a large urban school, observing each student’s achievements and characteristics for two separate years. Using chi-square tests, which are commonly used to compare data with other data, they concluded that in the first year more students were retained than in the second year. They also found that the students who were held back in both …show more content…
Not being in the same class with all her friends, lowered her self-esteem and hurt her emotionally. It was painful to watch her repeat the same grade while I moved on ahead. From that point on, I have always wondered how effective retaining students could be so I recently decided to do some research. In an argumentative paper, such as the one coming up, I could use this article to provide facts and evidence about the effects of retention and who is most likely to be retained. Before I begin though, I would need to look at other articles that support retention and the reasoning for