A r c h i v e d  I n f o r m a t i o n

Presidential Directive

THE WHITE HOUSE
Office of the Press Secretary
February 23, 1998

MEMORANDUM FOR THE SECRETARY OF EDUCATION

SUBJECT: Helping Schools End Social Promotions

The linchpin of our efforts to strengthen public education has been to raise standards and expectations for all students. As a result of state and local efforts, and with the support of Goals 2000 and other federal education programs, students in every state in the country are beginning to benefit from higher academic standards and a more challenging curriculum.

If our efforts to promote higher standards are to lead to increased student achievement, the standards must count. Students must be required to meet them, and schools must adequately prepare each student to do so.

At present, standards don't count for much. Students are often passed from grade to grade regardless of whether they have mastered required material and are academically prepared to do the work at the next level. This practice is called social promotion. For many students, the ultimate consequence is that they fall further and further behind, and leave school ill equipped for college and lacking the skills needed for employment. This situation is unacceptable for students, teachers, employers, and taxpayers.

That is why I have repeatedly challenged states and school districts to end social promotions--to require students to meet rigorous academic standards at key transition points in their schooling, and to end the practice of promoting students without regard to how much they have learned. As every parent knows, students must earn promotion through effort and achievement, not simply by accumulating time in school.

Especially in the early grades, students must acquire a solid foundation in reading in order to learn other subjects in higher grades. Students should not be promoted past the fourth grade if they cannot read independently and well, and they should not enter high school without a solid foundation in math. They should get the help they need to meet the standards before moving on.

Neither promoting students when they are unprepared nor simply retaining them in the same grade is the right response to low student achievement. Both approaches presume that high rates of initial failure are inevitable and acceptable. Ending social promotions by simply holding more students back is the wrong choice. Students who are required to repeat a year are more likely than other students to eventually drop out, and few catch up academically with their peers. The right approach is to ensure that more students are prepared to meet challenging academic standards in the first place.

Schools must implement those proven practices that will prepare students to meet rigorous standards the first time. Schools must provide smaller classes, especially for the most disadvantaged students. Schools must be staffed with well-prepared teachers. Schools should use specific grade-by-grade standards and a challenging curriculum aligned with those standards. Schools must identify those students who need extra help early on, and provide it immediately. There must be after-school and summer school programs for students who need them. The entire school staff must be accountable for results, and must work together as a team to achieve good results for every child. If steps such as these are taken in every school as part of an overall effort to require students to meet academic standards, we would see a dramatic rise in student achievement and a decline in student retention rates. My Administration must help states, school districts, and schools take these steps.

A growing number of states and school districts are working to end social promotion. A recent study by the American Federation of Teachers shows that seven states now require school districts and schools to use state standards and assessments to determine whether students can be promoted at key grades. We must encourage more states to take this step.

Chicago also has ended social promotions, and has instituted a program that provides after-school programs for students who need extra help and mandatory summer school for students who do not meet promotion standards. In Cincinnati, student promotion is now based on specific standards that define what students must know and be able to do. The standards are designed to prepare students to pass the state's ninth-grade proficiency test.

As more states and localities move to end social promotions, we must help them design and implement approaches that will succeed. Therefore, I am directing you to take the following actions:

1. Produce and widely disseminate guidelines for educators and policymakers on effective approaches to ending social promotions. Drawing on the lessons from research and practice, these guidelines should give educators and policymakers practical advice on how to design and implement policies that require students to meet academic standards at key transition points before being promoted. The guidelines should help schools:
   • Implement strategies designed to prepare all students to meet the standards on time;
   • End the use of remedial strategies that have been shown to be ineffective;
   • Provide students who do not meet the standards with immediate and effective extra help, such as after-school tutoring programs and summer school, so that they can be promoted on time;
   • Implement effective interventions for students who must be retained; and
   • Make appropriate use of tests and other indicators of academic performance in determining whether students should be promoted.

2. Help states and school districts use federal education resources to implement effective practices. The Department of Education should develop a plan to inform states, school districts, and schools about Department of Education programs and resources, such as Title I, Goals 2000, the 21st Century Schools Program, the Comprehensive School Reform Program, and others, that can be used to implement the recommendations in the guidelines just described.

Together, these initiatives can help ensure that our students receive a solid foundation in the basic skills of reading and math, and master advanced subject matter as well. They can help improve the quality of teaching and learning in our schools, and ensure that students who need extra help get it without delay. They can help strengthen our public schools by raising standards, raising expectations, and restoring accountability.

WILLIAM J. CLINTON

[Executive Summary]

[Introduction]