Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

Abstract

Many educators and policymakers have argued for lenient grade promotion policy --even automatic promotion --in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer's ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation. AbstractMany educators and policymakers have argued for lenient grade promotion policy -even automatic promotion -in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer's ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation.

Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model

“…The effect of AP on student dropout was also assessed in Pakistan's primary education by King et al (1999), and Chohan & Qadir (2011). While Chohan & Qadir (2011) employed qualitative research approach, King et al (1999) employed quantitative research design.…”

“…While Chohan & Qadir (2011) employed qualitative research approach, King et al (1999) employed quantitative research design. Chohan & Qadir (2011) found that teachers consistently promoted students to save them from dropping out of the education system.…”

“…This is because failing students increases the chances of them dropping out; whereas, if the students are continually promoted, their parents try to carry on supporting their children's education despite their economic hardships. King et al (1999) on their part found that grade promotion raises the probability of a student continuing in primary school when that promotion is based on student performance, not when the promotion is uncorrelated with student achievement. It is worthy to note that findings by Chohan & Qadir (2011) were based solely on the views and opinions of 42 sampled primary school teachers, implying that opinions/ views of school administrators, students and parents did not inform the findings and conclusions of the study.…”

“…Regarding causes of student dropout, grade retention has been identified as one of the strongest predictors (Almeda & Mihiretieb, 2015;Chohan & Qadir, 2011;King et al, 1999). In particular, grade retention is associated with increased expenditure for both governments and households, stigmatization of the affected students, low self-esteem, which more often than not lead to dropout (Myung et al, 2013;Manacorda, 2006;Glick & Sahn, 2010).…”

Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education

“…By contrast, grade retention is viewed as leading to an improvement in cognitive learning outcomes (Brophy, 2006;Roderick et al, 2002;and King et al, 1999). It is worth noting that studies that have reported academic gains attributable to repetition have gone on to add that the gains are short-term and as a result eventually retained students end up lagging behind, which affects their self-esteem and increases the probability of dropping out (Brophy, 2006;and Jimerson et al, 1997).…”