Despite
a century of research that fails to support the efficacy of grade retention,
the use of grade retention has increased over the past 25 years. It is estimated
that as many as 15% of American students are held back each year, and 30%
- 50% of students in the US are retained at least once before ninth grade.
Furthermore,
the highest retention rates are found among poor, minority, inner-city youth.
Research indicates
that neither grade retention nor social promotion is an effective strategy
for improving educational success. Evidence from research and practice highlights
the importance of seeking alternatives that will promote social and cognitive
competence of children and enhance educational outcomes
Contents contributed and discussions participated by iamlexus iamlexus
Scenarios 1-3 - Google Docs - 12 views
Dinosaurs: Size | Scholastic.com - 0 views
NASP Position Statement on Grade Retention - 1 views
-
-
Some groups of children are more likely to be retained than others. Those at highest risk for retention are male; African American or Hispanic; have a late birthday, delayed development and/or attention problems; live in poverty or in a single-parent household; have parents with low educational attainment; have parents that are less involved in their education; or have changed schools frequently. Students who have behavior problems and display aggression or immaturity are more likely to be retained. Students with reading problems, including English Language Learners, are also more likely to be retained.
-
While delayed entry and readiness classes may not hurt children in the short run, there is no evidence of a positive effect on either long-term school achievement or adjustment. Furthermore, by adolescence, these early retention practices are predictive of numerous health and emotional risk factors, and associated deleterious outcomes. . Initial achievement gains may occur during the year the student is retained. However, the consistent trend across many research studies is that achievement gains decline within 2-3 years of retention, such that retained children either do no better or perform more poorly than similar groups of promoted children. This is true whether children are compared to same-grade peers or comparable students who were promoted. . The most notable academic deficit for retained students is in reading. . Children with the greatest number of academic, emotional, and behavioral problems are most likely to experience negative consequences of retention. Subsequent academic and behavioral problems may result in the child being retained again.
- ...5 more annotations...
1 - 8 of 8
Showing 20▼ items per page