Abstract
Benjamin Bloom, well known for his Bloom’s Taxonomy, coined the term “mastery learning”. Bloom’s process of mastery learning involved initial instruction, assessment, feedback, and corrective instruction. Various researchers demonstrated success with a mastery learning model at the elementary, middle school, high school, and community college levels. Based on the idea of mastery learning, a rural high school developed and implemented a “Failure is not an Option Policy”. The purpose of this study was to determine the impact of the “Failure is Not an Option Policy” at a rural high school on student grades. The program evaluation found the policy improved students’ test grades by at least 16 points and impacted students’ test grades in a majority of the departments. A chi-square analysis found that there was a statistically significant difference between the retake scores of the students who participated in a review session and the students who did not participate in a review session.
This is an original work
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Recommended Citation
Brown, T. (2012). The Impact of the “Failure is not an Option Policy” on Student Grades. Perspectives In Learning, 13 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol13/iss1/7
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