You may not have heard of the concept of ‘social promotion’. But it describes what my three-year old son is about to experience in the Australian school system.
He will enter kindergarten and then primary school at the same age as everyone else in his cohort – regardless of his abilities. And then, he will then go through 12 successive years of promotion into the next Year level – regardless of his abilities.
Of course there are rare outliers, students who leap Year levels or who are ‘kept down’ to support their development. But assuming nothing extreme happens in his learning trajectory, he can’t move up a level before he turns a year older, even if he has mastered all the intended learning outcomes of his current level. He just has to wait until he has sat in class for a year. And conversely, even if he doesn’t master all the intended learning outcomes, he will be promoted anyway.
Does it seem a little weird that skill and content mastery have relatively little to do with ‘levelling-up’ at school? Is it a little bit strange that, pretty much, the only criteria for ‘levelling-up’ at school is: another birthday.
Is this just another case of convenience dictating strategy? Or a kind of perverse-ageism? Or is there really some rationale here? There are certainly alternatives – such as ‘merit promotion’ – the philosophy that we see at tertiary-level education (and in pretty much every other context of life). Couldn’t we just wait until kids achieve the stipulated level of competency and then send them onto the next level?
We could…but according to key research in this area, there are significant risks including: increased school drop-out, little evidence of long term academic benefit, and increased rates of mental disorders, drug-use, and teenage pregnancy.
Although merit or competency based promotion seems logical in many ways, it interferes with the age-based, social stability of traditional cohorts. Moving through school with the same group of kids of the same age has inherent social-emotional benefits that are linked to healthy, natural development.
While, certainly, some of the mechanics of the classical school system need to change, we need to be very careful not to interfere with what is working.