GRADE RETENTIONIntroduction

Dr. Carol Pistulka

Three Main Reasons

1. Developmental immaturity that resulted in learning difficulties

2. Emotional immaturity that has resulted in severe disruptive behavior

3. Failure to pass standardized proficiency tests

STUDENTS AT HIGH RISK

1. Tend to be boys2. Tend to be African Am or Hispanic3. Young or immature for their grade4. Developmentally delayed5. Attention, behavioral, emotional

problems6. ESL7. Reading problems8. Transient 9. Live in poverty 10.Single parent families11.Lack of parental involvement

Trends

1. Extra year in preschool2. Sometimes parents want to

keep their child home for one more year just because

3. Some athletically competitive families hold their child(ren) back to give them an edge on sports

RESEARCH & STUDIES

Studies on retention have proven over and over again that as a group students who begin kindergarten a year later do no better or worse academically than their youngest classmates.

ELEMENTARY STUDENTS

1. Retention usually occurs in grades 1-3

2. Most common reason is reading skills

3. Initial improvement in academics that disappears after 2-3 years

4. Immediate effect on self-esteem is not as evident but by junior or senior high, it manifests itself in lower self-esteem, behavior problems, poor relationships with peers, and poorer attendance

MIDDLE SCHOOL STUDENTS

1. TRAUMATIC2. Have more negative behaviors3. Worse academic performance

than similar students who had not been retained

4. Retained to increase likelihood of getting college scholarships

HIGH SCHOOL STUDENTS

1. Retained one grade increases the risk of dropping out 40 -50%

2. Retained twice or more almost guarantees drop out

3. Same unhealthy behaviors of MS students

4. Plus more driving violations due to alcohol

5. Plus more use of marijuana (now Meth)6. Plus more suicidal behaviors

DROP OUTS AS ADULTS

1. More likely to be unemployed2. Live on welfare3. More in prison then like peers

who did not repeat a grade

ALTERNATIVES TO RETENTIONREMEDIAL INTERVENTION

1. Parental involvement2. Multiage classrooms3. Individual instruction and/or

tutoring4. Smaller classes for students who

are struggling academically5. Intensive reading programs6. Early evaluation 7. Extended day or summer

programs8. Transfer to an alternative school

CONCLUSION

Neither retention or social promotion are supported by research. It appears that retention is seriously influenced by other socioeconomic and family factors that affect children. Educators have long suggested that better family social services (health, mental health, family support services, etc) are needed to support what the schools are doing.

ResourcesBooksAlexander, Karl L., et al. On the Success of Failure: A Reassessment of the Effects of Retention in the Primary School Grades. Cambridge, UK: Cambridge University Press, 2002.McKay, Elizabeth, ed. Moving Beyond Retention and Social Promotion. Bloomington, IN: Phi Delta Kappa International, 2001.OrganizationsNational Association of School Psychologists. 4340 East West Highway, Suite 402, Bethesda, MD 20814. Web site: www.nasponline.org.Web Sites"Position Paper on Student Grade Retention and Social Promotion." National Association of School Psychologists, April 12, 2003. Available online at www.nasponline.org/information/pospaper_graderetent.html (accessed December 11, 2004).Robertson, Anne. "Retention in School." People with Attention and Developmental Disabilities Association (PADDA) News. Available online at www.padda.org/newsletter.shtml (accessed December 11, 2004).