An analysis of student promotion policies in Newfoundland central-junior high schools and associated feeder schools

Coombs, Cyril Paul (1981) An analysis of student promotion policies in Newfoundland central-junior high schools and associated feeder schools. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this study is to describe various aspects of student promotion policies in Newfoundland central/junior high and associated feeder schools as perceived by administrators of these organizations. More specifically, promotion policy differences among and between school boards, central/junior high and feeder schools are examined. Furthermore, the study attempts to examine the relationship between central/junior high and associated feeder school response. -- All Newfoundland school board superintendents, central/junior high schools and associated feeder schools were mailed a questionnaire concerning student promotion policies. This questionnaire was adapted from a similar Toronto study (1964) and was piloted in a St. John's school board before mailing. The questionnaire was mailed in April 1979. Final overall response rate was 80 per cent. -- Differences among boards, central/junior high and associated feeder schools were determined from distributions and mean responses to each questionnaire statement. It was found that all three groups showed much agreement in responding. However, boards differed on statements concerning: conditional promotion, grade retention, importance of chronological age, and student's social group. Boards disagreed on the importance of the following considerations for non-promotion: student work and study habits, effort, attendance record, social maturity, ability to handle work of the next grade, and being a slow learner. -- Despite overall agreement among central/junior high schools, they differed on statements concerning: conditional promotion, importance of social group, grade retention, student attitude, work and study habits, effort, attendance, marks in relation to the class, and student's need for a firmer foundation before moving on to the next grade. Feeder school response differences occurred on statements dealing with: conditional promotion, study habits, effort, attendance record, being a slow learner, progress in relation to the class, class inattentiveness, and social maturity. -- To examine differences between these groups, Chi-square analyses were performed. This showed that board, central/junior high and feeder school response significantly differed on the following statements: minimum standards of achievement, the multi-factor approach to promotion, skipping, grade retention, and chronological age. Overall, Chi-square analyses indicated that most significant differences occurred between central/junior high and feeder schools. -- Pearson product-moment correlations were used to point out the relationship between central/junior high schools and associated feeder schools. The mean correlation between each school was +.448, indicating a moderate degree of similarity between central/junior high and associated feeder school response. -- Recommendations and suggestions for further research arose from this study. The major recommendation indicates that school boards and schools should further examine student promotion policy discrepancies prevalent within their districts. Upon completion of this activity it should be determined if these discrepancies ought to exist. If they ought not do, means for better coordinating student promotion policies should be devised.

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