As reported by researchers Lorrie Shepard and Mary Lee Smith in Flunking Grades: Research and Policies on Retention, repeating any grade undermines academic achievement and contributes to dropping out. More recent evidence from Texas and Philadelphia likewise shows that persistence to 12th grade is dramatically lower for students repeating grade 9.
Reducing the 9th-grade bulge and improving graduation rates requires educational leaders first to make problems visible, then take steps to support on-time progress of the most vulnerable students through the education pipeline. We suggest the following:. In recent years, school accountability policies have defined school improvement primarily in terms of test score gains.
No Child Left Behind has added a new dimension to assessing school performance by requiring schools to report graduation rates to the public. Unfortunately, just as high stakes attached to test score results may contribute to using 9th grade as a holding tank for the weakest students and result in removing some from the test-taking population in the later high school grades, attaching high stakes to graduation data could work against authentic efforts to keep students in school.
We support reporting graduation rates and related data to the public. But we encourage using these data to plan for improved practice in schools with weak promoting and graduating power rather than to determine penalties for lapses or rewards for improvement.
We believe improving practice in the 9th grade in particular can significantly boost the number of students who progress into grade 10 and graduate on time. We also believe that schools can graduate additional students who need five years to graduate. In practice, the choices education leaders make about the denominator used in calculating graduation rates makes a significant difference in the results.
Some states and districts now use the test-taking population in grade 10 or even grade 12 enrollment as the base for figuring rates. This practice eliminates students who started with their cohort in grade 9 from the calculation and results in graduation rates that look better than the reality. Others use grade 9 as the denominator, a practice that results in graduation rates that more closely reflect fluctuations in the 9th-grade bulge.
In order to make the 9th-grade bulge visible and assess high school holding power, we recommend reporting district and school graduation rates based on grade 9 enrollment for each subgroup. As a way of describing district holding power over five years, we recommend simultaneously reporting rates based on grade 8 enrollment. Further, we suggest reporting dropout data by subgroup, by grade and by discharge code.
For better planning for improvement across the district, we also recommend public reporting of grade failure rates in all grades, as well as rates of attrition from grade 9 to grade 10, also by subgroup. Improving school holding power requires strengthening the bonds between vulnerable students and the adults in their school. With this goal central to the educational mission, school leaders set the stage for a closer match between school practice and the lives of struggling students by asking the following: What are the schooling experiences of our most vulnerable students?
Who advocates for these students in our schools? How do we expand the number of adults advocating for these students? What do adults need to do differently to make sure all students graduate? Responses to these questions are shaping what schools do to improve holding power, especially in the 9th grade. Around the country, restructuring 9th grades into small learning communities similar to interdisciplinary teacher teams that characterize many middle schools and downsizing high schools to students or less are emerging as strategies for improving holding power.
According to education researchers Jacqueline Ancess and Suzanna Ort Wichterle, more personalized learning in settings with high teacher-student ratios can help make school completion a reality for more students. Still, districts should take care that such schools do not triage the easiest-to-teach students into small schools, leaving the neediest students in larger, less personal settings.
Likewise, school leaders should heed the note of caution sounded by Mary Anne Raywid and Gil Schmerler, researchers with considerable experience in alternative schools, who note that ongoing success of such schools requires district leadership to sustain support for such models, apply bureaucratic and union rules flexibly, define accountability standards broadly, and protect new alternatives from pressure to become like all other schools or evolve into a dead-end program.
Whatever the setting, more adults must make graduation central to what they do in their individual roles. Teachers known as advocates for the most vulnerable students can be asked to plan approaches to improve 9th-grade promoting power. School leaders also can encourage counselors to offer more personalized support to students who fall behind in earning credits necessary to graduate in four years. Many students stuck in 9th grade already are overage for their grade, and when they fall behind, another grade retention is unlikely to help.
Extra academic support offered early and often during the school year and before students fail, rather than after, can both improve course passing rates and strengthen student motivation to persist in school. In addition, students with learning difficulties who also struggle with attendance or behavioral problems need support that goes beyond academics to progress through 9th grade. By far this was the most embarrassing day of my life.
Immediately, right after school, I went home to talk to my mom about a switch to a new high school. I told her that if I stayed in the same environment, then I would get the same results and that I need a fresh start in order to succeed. Next semester, I started my new high school at Gilbert A. Dater High School. She looked at me as if I had 6 heads, yet she gave me the opportunity to prove myself. I left the office feeling uneasy; what did I just get myself into?
Could I really manage to complete all this work in a short amount of time? These exams may be longer than the tests your teen is used to taking and may feel daunting.
If you fail a required class , you must repeat it. You can do that either in summer school or retake it. If you fail an elective, you don't have to repeat it.
You need 29 credits to graduate, so it is possible to fail three classes and still graduate with your class if you don't go to summer school. A candidate who fails at all the chances of compartment shall be treated to have failed in the examination and shall be required to reappear in class 10 at the subsequent annual examination of the Board as per syllabi and courses laid down for the examination concerned in order to pass the examination.
Avoid Absences. As stated earlier, the material you'll be learning in the 9th grade will play a big role in your advancement to graduation, so you need to be present in class.
Set Goals. Take Notes. Use a Planner. How many credits should a 9th grader have? You are required to take six classes per semester. Thus, if you pass all of your classes, you will earn 3. A total of 22 credits, What classes do 10th graders usually take? What are the best classes for 9th grade?
How many credits should a freshman have in high school? How many credits should you have in 11th grade? In order to be promoted from tenth grade to eleventh grade, you must have earned 20 credits. In order to be promoted from eleventh to twelfth grade, you must have earned 28 credits.
How do you find your right grade in high school?
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