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

• Main Author: Coombs, Cyril Paul
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1981
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/7585/; https://research.library.mun.ca/7585/1/Coombs_CyrilPaul.pdf; https://research.library.mun.ca/7585/3/Coombs_CyrilPaul.pdf

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 ...