An Examination of the No Fail Policy in Thailand and the Effect on Community Relations
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Volume one, Issue two
July 2011
An Examination of the No Fail Policy in Thailand and the Effect on Community Relations KRISTIN M. HALLIGAN Assumption College, Thailand Bio Data: Kristin Halligan is currently finishing a Master's Degree in Multidisciplinary Science with a focus on International Education from the State University of New York. She is a second grade teacher at Assumption College Primary section in Bangkok, Thailand. Abstract No fail or social promotion policies have been implemented in many countries around the world over the last sixty years. Are these policies harmful or helpful in regard to academic achievement and well being of students? This article examines the trends of social promotion policy in the United States and Thailand. Research has been conducted at Assumption College Primary Section. Interviews and questionnaires were conducted and analyzed in order to observe opinions of educators, parents and teachers in regard to these policies. Keywords: Social Promotion Policy, No Fail Policy, Retention, Not Meeting Standards Introduction The USA Institutions and local governments around the world have been implementing no-fail policies in schools around the world for over 60 years. Some parents and educators believe that no fail policy de-motivates students and increases inherent laziness. They believe that if everyone can pass regardless of their marks, students have no incentive to excel. Parents
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Language Testing in Asia
Volume one, Issue two
July 2011
in the United States go as far to think that their children will enjoy less success in life as a result of no fail policy. On the other hand, some educators and parents feel that “F” grade and being held back have extremely negative effects on the students’ motivation to learn. They also think that students will become de-motivated to learn if they receive bad grades. This paper will explore the positive and negative effects that no fail policies have on students, parents, educators, school communities and policy makers. Social promotion policies came about in the 1950’s in the United States, and were implemented throughout the 1950’s and 1960’s. These no fail policies were followed in the States for decades, teachers believing that the policies would improve the students’ images of oneself and their attitudes towards school. The argument for social promotion practices at this time was that if students are given low marks and held back from moving to the next level, then drop-out rates will significantly increase. However, in the last few years in the United States retention policies are becoming more accepted. According to Bonner, (1999) “Retention is slightly preferred over social promotion.” In Memphis, the school system implemented social promotion policies much later than most places in the United States. The MPS started enforcing these policies in the late 1990’s. The MPS has gone so far to abolish the giving grades in lower primary. This has caused an up-roar among the public sector. Thomas says “Why do away with
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