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Social promotion is the practice of promoting a student (usually a general education student, rather than a special education student) to the next grade only at the end of the current school year, regardless of when or whether they learned the necessary material, in order to keep them with their peers by age, that being the intended social grouping. It is sometimes referred to as promotion based on seat time, or the amount of time the child spent sitting in school. This is based on the requirements on how to enroll for Kindergarten normally at 4 or 5 years old (5 or 6 years old for 1st graders) at the beginning of the school year so a student can graduate from the high school level at either 17 or 18 years old. Advocates of social promotion argue that promotion is done in order not to harm the students' or their classmates' self-esteem, to encourage socialization by age (together with their age cohort), to facilitate student involvement in sports teams, or to promote a student who is weak in one subject on the basis of strength in the other areas. In Canada and the United States, social promotion is normally limited to Kindergarten through the end of eighth grade, because comprehensive high schools (grades nine through twelve) are more flexible about determining which level of students take which classes due to the graduation requirements, which makes the concept of social promotion much less meaningful. The exception to the general rule of annual promotion in the social promotion system, namely to "hold back" a student with poor academic achievement, is called grade retention. Other options include after-school tutoring or summer school. The opposite of social promotion would be to promote students when they learned the necessary material. This might be called "merit promotion", similar to the concept of a "merit civil service". The scope of the promotion might then be either to the next grade or to the next course in the same field. In a curriculum based on grades, this is usually called "mid-term promotion". In a curriculum based on courses rather than grades, the promotion is open-ended and is better understood as satisfying a prerequisite for the next course. ==Arguments in favor== Supporters of social promotion policies do not defend social promotion so much as say that retention is even worse. They argue that retention is not a cost-effective response to poor performance when compared to cheaper or more effective interventions, such as additional tutoring and summer school. They point to a wide range of research findings that show no advantage to, or even harm from, retention, and the tendency for gains from retention to wash out. Harm from retention cited by these critics include: * Increased drop-out rates of retained students over time * This may be proven true by data from studies by Allenseorth (2005), and the data recorded by Frey (2005) where drop out rates in Minnesota schools for non retained nearly doubled from non retained students at 12.4% and to retained student drop out rates jumping to 27.2% * No evidence of long-term academic benefit for retained students * Increased rates of mental disorders and dangerous behaviors such as drinking, drug-use, crime, teenage pregnancy, depression, and suicide among retained students as compared with similarly performing promoted students. * Feeling left out with kids from different age groups, which means that being too old may lead to bullying, having fewer friends, and being ridiculed. Critics of retention also note that retention has hard financial costs for school systems: requiring a student to repeat a grade is essentially to add one student for a year to the school system, assuming that the student does not drop out. Some parents worry that older retained students will victimize younger students. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「social promotion」の詳細全文を読む スポンサード リンク
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