{"id":30225,"date":"2025-10-14T08:54:22","date_gmt":"2025-10-14T06:54:22","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=30225"},"modified":"2025-10-14T08:54:48","modified_gmt":"2025-10-14T06:54:48","slug":"kick-and-chase","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/kick-and-chase\/","title":{"rendered":"Kick and chase"},"content":{"rendered":"<blockquote><p><span style=\"color: #ffffff;\"><strong>THE GREAT SCAM. Opinion Section by David Cerd\u00e1<\/strong><\/span><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.en\" target=\"_blank\" rel=\"license noopener noreferrer\">License Creative Commons <img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><img decoding=\"async\" class=\"alignleft wp-image-11480\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/11\/David-Cerda-oK-cuadrada-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/p>\n<p>&nbsp;<\/p>\n<p class=\"mdp-avatar-title\"><strong><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.davidcerda.es\/\" target=\"_blank\" rel=\"noopener\">David Cerd\u00e1<\/a><\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The policy of <strong>automatic promotion<\/strong> in Spain \u2014that is, allowing pupils to move up to the next year regardless of their academic results\u2014, introduced under the LOMLOE, has driven grade repetition down to historic lows. But it has done so without offering genuine support to struggling pupils. What we have, instead, is a system that prizes the <strong><em>appearance<\/em> of success<\/strong> over genuine educational excellence\u2014condemning many vulnerable students to fall behind and eroding the school\u2019s role as a social ladder.<\/p>\n<p>\u201cMaking children repeat a year turns them into targets of social exclusion\u201d. This short and specious slogan encapsulates everything that is wrong with the debate on <strong>grade repetition<\/strong>. It combines a pinch of emotivism with a heavy dose of mawkishness, and conceals several ideological depth charges that are already going off. Since the idea has been spun from the highest echelons of government, one might even speak of malfeasance.<\/p>\n<p>Under the LOMLOE, repeating a year is deemed an <em>exceptional<\/em> measure\u2014pupils in primary may do so only once and only at the end of a cycle, while those in compulsory secondary education (ESO) cannot repeat more than twice. It is supposedly to be applied only when all ordinary measures of support have been exhausted. Yet such support measures rarely exist in practice. The result, in most cases, is automatic promotion, reinforced by strong pressure on teachers to comply. As for the impact on a pupil\u2019s self-esteem or self-respect when they <strong>move up without reaching the required level<\/strong>\u2014no one measures it, and no one seems to care. The principle of hormesis is entirely ignored: a moderate dose of difficulty, frustration or cognitive stress stimulates learning; too much, of course, is harmful; but the total absence of challenge produces no growth at all. Those who know they will be promoted regardless of effort never mature.<\/p>\n<p>What follows, inevitably, is that the government of the day\u2014it makes no difference who\u2019s in power\u2014celebrates the \u201cachievement\u201d. <strong>The rate of grade repetition<\/strong> has dropped year after year, reaching a historic low of <strong>1.1% in primary and 7.0% in compulsory secondary education in 2025<\/strong>. The photo op is in place for the minister to puff out her chest. The shameful truth buried beneath\u2014pupils being promoted with two or three failed subjects, and of course receiving no help to catch up\u2014 barely makes the education community bat an eyelid, provided the right people are in charge.<\/p>\n<p>If students <strong>are promoted by decree<\/strong>, there will be no repeaters: that is the goal. The objective long ago ceased to be the cultivation of well-prepared, cultured and critical citizens. It is now to produce intellectual paupers, ever dependent on their political shepherds to pull them out of the fire. Let them graduate; we can deal with their precariousness later, when it\u2019s time to ask for their votes.<\/p>\n<p>The incentives are irresistible, and perfectly aligned. For the regional administrator, every pupil promoted is one less cost. For those operating at the national level, it means pretending that Spain is finally converging with Europe\u2019s repetition rates\u2014and so they coast along. For teachers, it spares them the confrontation and bureaucratic ordeal that follow when they fail a student\u2014an ordeal that invariably ends with the verdict in the pupil\u2019s favour; <strong><em>in dubio pro reo<\/em>,<\/strong> <strong>as one hears in staffrooms<\/strong>. For headteachers, it\u2019s another neat graph to justify results. And for parents, relief that their child is not branded a \u201cfailure\u201d. There are, of course, honest politicians, teachers, heads and parents who oppose all this. But perverse incentive systems, by their nature, yield perverse results.<\/p>\n<p>This disgraceful policy, in any case, needs willing accomplices. That is the role of a <strong>certain \u201cinclusive\u201d left<\/strong> that knows little about social justice, yet give masterclasses in paternalism towards the vulnerable, (selling them out). Anyone raised in a modest or working-class family\u2014without well-off parents\u2014knows that the poor person\u2019s only real chance lies in excellence. Schools exist precisely to serve as social ladders. For that, they must be well funded, demanding, and led by honest and courageous people. What these reckless advocates of the \u201c<u>parents are the meritocracy<\/u>\u201d line do is consign the vulnerable to social determinism, give them a patronising pat on the back, and rob them of the duty to strive to be their most capable selves, treating them as moral invalids.<\/p>\n<p><strong>George Steiner<\/strong> once wrote that \u201cthe best way to dishonour a human being is not to demand of him what he is capable of achieving\u201d. No one disputes that repeating a year is undesirable and should be avoided where possible; but it is the lesser evil if the alternative is to pass the problem on to the next level and <strong>complete a collective fraud.<\/strong><\/p>\n<p>Besides, children\u2014especially adolescents\u2014go through tempestuous years where the law of least effort reigns supreme. Anyone who has ever been that age knows how quickly one learns to exploit a system that lets you coast, and how tempting it is to play along.<\/p>\n<p>If only we would stop cheating ourselves and face this crucial issue in a future education law. Meanwhile, <strong>my wish upon a star is that more and more people choose to make their lives harder for the sake of doing what is right<\/strong>: offering real opportunities instead of masking the truth behind cooked numbers.<\/p>\n<hr \/>\n<p>Source:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Rights:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The policy of automatic promotion in Spain \u2014that is, allowing pupils to move up to the next year regardless of their academic results\u2014, introduced under the LOMLOE, has driven grade repetition down to historic lows. But it has done so without offering genuine support to struggling pupils.<\/p>\n","protected":false},"author":4,"featured_media":30321,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[276],"tags":[3417,3118,3257],"class_list":["post-30225","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion-en","tag-automatic-promotion","tag-repetition","tag-secondary-education"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Kick and chase - Educational Evidence<\/title>\n<meta name=\"description\" content=\"The policy of automatic promotion in Spain \u2014that is, allowing pupils to move up to the next year regardless of their academic results\u2014, introduced under the LOMLOE, has driven grade repetition down to historic lows. 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