Re-thinking Grade Level Retention

Retention is one of the most complicated topics to discuss in schools. It is one of those topics that can heat up a conversation because most people tend to not agree with one another about retention.

I believe that retention as a set back in a child's educational life. Some will argue that it's one to address a student's academic deficiency, but I argue that there is enough available research that contradicts retention. Not much has ever convinced me that retention is the solution to a student's academic struggle. At work the first time I had to consider retaining a student, I could not understand how making a student repeat a grade level could help in any way. It meant that the student would repeat the same lessons, math and ELA curriculums, and interventions that had not worked that school year. As I reflected on the decision about retaining that student, I imagined myself being that student, and it became more clear to me that making a student repeat the same grade level by exposing them to the same curriculum was not the solution to a child's academic deficiency. It was then when I decided to read and learn more about the effects of grade-level retention to be able to have better conversations about this important topic.

As a parent, you might be asked about retention, and in most cases, the decision may be given to you as a benefit to your child's education. Please keep in mind that you have every right to challenge retention, and you should feel empowered to do so. Below are some things to consider when faced with the possibility of retaining your child.

Why Retain?

Some people think retention will allow students "more time" to learn what they could not learn in a year. But why make a child spend more time in the same grade level they weren't successful in? Especially when, in most cases, this also means repeating the same grade-level curriculum and interventions.

Why NOT Retain?

Every student must be allowed to succeed, but it is also important to understand that students may also experience academic struggles as learners. Who says that all students must succeed at the same rate as others? Just because a student may be experiencing learning difficulties does not mean that she/she will never catch up or excel. There are many factors to consider when a student is not successful in a grade level. For instance, a student to teacher mismatch, instructional pace in the classroom, student dedication, quality of instruction, consistency, and much more. Some students can learn and succeed in experiencing one or more of these factors, but others may not be able to function in such circumstances. When a student's academic needs are not being met, it often reflects his/her academic performance, and that's more likely when retention comes up.

Some Students Need More Time

More time is necessary for many students, especially for English language learners and students in dual language immersion classrooms. Students learn at a different pace, and that is ok. A student may take some time to show progress in KN, but with consistency and dedication, he/she would most likely catch up by the end of the grade level. Some students need more time. This means that the same student mentioned will enter the next grade level being behind, and again that is ok. In immersion classrooms, some students may show as if they are performing under grade level, but most research has shown that immersion students sometimes anticipate this. Immersion students are learning two different languages, and as they progress to higher grade levels, they often catch up by the end of 6th grade.

Some Students Need Appropriate Interventions

There are occasions where students struggle to make progress when not given the appropriate interventions. For instance, if a student is struggling to learn alphabet sounds, then he/she should be receiving additional help to address letter sounds recognition. Interventions must be relevant to that student's current need to effectively allow students to succeed. It is unfair to expect a student to show adequate academic progress when given incorrect interventions. The consistency and fidelity of implementation are also very important here.

Some Students Need More Interventions

At times a student may need more interventions. Teachers are required to assess students to know when to re-teach or move on to the next skill or level. When students do not receive additional interventions, this hinders academic progress.

Students that Repeat a Grade Level are at Higher Risk of Drop Out

Research about retention has shown that retention puts students at higher risk of dropping out of school. In my opinion, this is because retention is a permanent action that can never be changed. As a student continues his/her education, he/she may be reminded each year about being retained. Retention may be demoralizing as students see their friends go on to the next grade level while they stay behind, forced to make new friends. Some students are also bullied or questioned and made me feel uncomfortable. The stigma that comes with retention is a lifelong concern. Retention causes doubts, and it may sometimes make a student question his/her ability to learn.

We should work together to NOT use retention as the solution to our student's academic deficiencies or struggles. Instead of retention, I ask that parents and educators consider promotion with additional supports. Education is a lifelong journey that should be embraced with possibilities and educational supports, not a negative and permanent action such as retention.