REVIEW OF RELATED LITERATURE

The retention policy gives emphasis on the following; Retention policies are especially
important for associations due to their unique, central role in so many industries and
professions, (Leavitt, 2007). According to Nagaoka and Roderick (2004) a central focus of this
report is estimating whether retention had a positive impact in students’ achievement growth.
Evaluating the effect of retention means that the researchers have to find a comparison group
of low-achieving students who might represent what would have happened if those students
who failed to make the promotional cut-off had not been retained.

In this report, the researchers do this by comparing the achievement growth of third and sixth
graders whose reading test scores fell just below the promotion cut-off in 1998 and 1999, the
majority of whom were retained, to the achievement growth of two comparison groups: (1)
students who had reading test scores just above the test-score cut-off in those years, the
majority of whom were promoted; and (2) third graders in 2000 who had similar test scores just
below the test-score cut-off but who were promoted because of changes in the administration
of the policy.

In general, students who have test scores within a narrow range around the test-score cut-off
should be more similar in terms of their underlying achievement than students with either very
low scores or achievement closer to the grade level.

Results from the study indicate: in the third grade little evidence that students who were
retained did better than their low-achieving counterparts who were promoted was found;
retained students who were placed in special education after retention were struggling during
their retained year and continued to struggle; and there is no evidence that mid-year
promotions either helped or harmed students’ tested achievement in basic skills. This report
focuses on the question: Did retaining these low-achieving students help? The answer to this
question is definitely no.
In the third grade, there is no evidence that retention led to greater achievement growth for
two years after the promotional gate, and in the sixth grade, the study found significant
evidence that retaining students under CPS’s promotional policy significantly increased the
likelihood of placement in special education. The Retention Policies in other University.
Retention policy is a regularized system for monitoring academic and professional (e. g. ,
affective, ethical, social) aspects of individual student performance.

Although professional aspects are not separate from such academic indicators as grade
averages, the latter are monitored by a centralized system that is designed to ensure that
exceptionally strong or weak performance will be noticed and will receive timely recognition
and attention. We wish to be at least equally confident that professional aspects of student
performance are receiving timely recognition and attention. This document sets out policies and
procedures for implementing a student retention process.

The principles and aspirations that underlie that process are consistent with those expressed in
the College of Education’s undergraduate policy entitled “Qualitative Aspects of Student
Performance,” found in the College’s Undergraduate Student Handbook. Specifically, we
propose to implement a process that (a) is comprehensive as to the sources of input about each
student’s progress and in terms of establishing a cumulative record in cases of concern, (b) takes
a case-by-case approach and allows for varieties of responses; and (c) involves collaboration in
professional judgment.

When making collaborative decisions about the continuation of students in the program, faculty
consider the following expectations they hold for students: *Demonstrated effectiveness in
developing interpersonal relationships in Individual and group contacts *Demonstrated aptitude
for counselling, student personnel services, or related human development responsibilities
*Demonstrated commitment to a career in counselling or college student Personnel services
*Demonstrated potential for establishing facilitative relationships with people at different levels
of development and with various needs and problems *Demonstrated openness to self-
examination and personal and professional self-development *Demonstrated commitment to
and practice of ethical principles. (k-state. edu) Sophomores at the AMV-College of Accountancy
no longer have to meet a “cut-off score” to be able to major in Accountancy, but a new
“retention program” is set to be implemented. The requirement to obtain a grade of 2. 5 in
Accounting 2 has been abolished, but under the new retention policy, grades in Accounting 1
and 2 cannot be lower than 3. 00. Students must also get a passing mark in retention exams to
be retained in the Accountancy course. Students who get a grade of 2. 00 or higher in the two
subjects will be exempted from the examination, while those who fail will be transferred to the
Management Accounting program. “Achieving a 96 percent rate [passing rate in the October
2010 board exam] for first-time takers is indeed an achievement, [and] maintaining or
surpassing that would be a bigger challenge for us. One way of achieving this is by conducting a
retention examination,” Accountancy Dean Minerva Cruz said.

The new policy would allow the college to limit the number of sections and students in the
Accountancy program, thereby “addressing the problem in facilities. ” Only graduates of the
Accountancy program are eligible to take the licensure examinations for certified public
accountants. Management accounting graduates may get certifications as bookkeepers, cost
accountants, and accounting technicians. (Evite, 2012) After admission to the BSA Program, the
student, regardless of year level, must maintain good moral character at all times. He/she must
adhere to the rules of conduct imposed by Ateneo in its College Student’s Handbook. At the
same time, he/she must adhere to the rules, regulations and policies imposed by the School of
Management and Accountancy.

He/she shall always act in a manner that will uphold the honor, dignity, and prestige of the
Ateneo de Zamboanga University and the Accountancy Program and must meet the following
requirements to stay in the program and obtain the corresponding BSA degree: Minimum GPA
(for every semester or summer of study)| 2. 0| Minimum Final Grade:| | * in CPA Board
Related subjects Accounting, Auditing, Taxation, Business Law, Finance 211, 212, IT 131, 141,
152| 2. 0| * Business Education subjects:Management, Marketing, Economics, Finance 111,
Math 101, 104, 121, 123, 125| 1. 5| * General Education subjects:English Others (Literature,
Philosophy, Chemistry, Biology, Humanities, Religious Studies, FFP/NSTP, PE, IT 111, IT 121,
Sociology, Psychology, Filipino, Foreign Language, History and Rizal course)| 1. 51. 0|.

Baysa and Lupisan (2011) defined accounting as a service activity and its main function is to
provide quantitative information, primarily financial in nature, about economic entities that are
intended to be useful in making economic decisions. They stated that the primary duty of
accountants is to render services by providing information about economic entities that are
measured in terms of money (p.2).
In another accounting book, Manuel (2011) gave the definition of accounting as a language that
communicates essential information for decision making (p.9) .The author also noted that all
businesses have one common factor: they all need vital information before making critical
decisions. This is where accounting comes in as it plays a vital role in tracking down the activities
and resources of a business and reporting back these activities in the form of relevant
information (p.2). In another literary work, Abelada (2010) stated in one of his books that
accounting is introduced primarily for a business enterprise. He specified that the practice of
accounting has evolved in response to the need of business managers for relevant financial
information necessary to run a business effectively and to guide them in making short and long
term plans or making decisions.(p.2)

For Quesada (1999), students are not the only one to blame. Schools who implement unjust
retention policies should also be blamed for the failure. They did not evaluate the
corresponding consequences of this policy to students. On the other hand, good quality
education is being sacrificed because of some professors who teach easily on students to have a
good evaluation on their performance. JC Domingo (CPA), a faculty member in UST, said in his
book “Finacc a simpleng Aklat sa Financial Accounting” that strong foundation in undergrad was
really helpful on those who will take the exam. Strong foundation means “seryoso at
taimtimangpag-aaralngapatnataon”. According to Lawag J. Fonacier “every accounting student
who will take CPA Board exam with enough knowledge on the possible questions has a great
potential to pass the said exam.” There’s a saying “one does not simply pass accounting”
meaning that this course needs students who are persistent enough. Students must study hard
in order to pass the subject.

As former Secretary of Education Richard Riley said “Without knowing where you’re going, you
certainly cannot get there. States echoed the call for better schools by adopting standards, and
in some cases, developing their own. The Retention Policy examines the standards for the
Accountancy Students who’s in the future is needed to take the prestigious CPA Licensure Exam,
here are the academic predictors performance in the CPA Board Exam, according to Kalaw
(2003), attitudes of the students affect their academic performance, Aquino and Razon,
emphasize the relationship between attitude and transfer of learning. Attitude or the person's
desire to learn and his level of aspirations are major factors in his readiness to learn. In the
study conducted by Maglayong her findings showed the following; * There should be strict
admission and retention policies. Major accounting subjects need to be offered gradually
throughout the school year to give students more time for each subject for better absorption. *
It was observed that teachers in accounting are hard to find. * Teaching methods to be
employed should encourage the students to develop an analytical mind. * Use of textbooks in
all major subjects * Grade-cut off for accounting subjects should be higher than the general
education subjects.