For some reason, the topic of whether or not a child should
be retained in school has come across my desk over a half dozen times in just
the past couple of months. I’m not sure
why this may be, but it has prompted me to write about it.
When I was in the U.S. teaching in an elementary school, the
question of “readiness” always came up for our youngest students (kindergarten
and first grade) and we found ourselves discussing whether or not a child
should be retained. It is such a
controversial issue that researchers have tried to “quantify” the decision by
developing objective indicators as to whether or not it is appropriate for an
individual child.
 |
| http://educationnext.org/files/ednext20051_42b.jpg |
Jim Grant and Irv Richardson researched this topic and
summarized information regarding this issue.
They discuss the fact that retention is often viewed as a remedy for
struggling students for the benefit of “additional learning time” however
research suggests that it can actually more harmful than helpful in the
majority of situations. Children who are retained have a higher
drop-out rate than non-retained students as well as other significant issues.
A checklist developed by Grant and Richardson is based on Grant’s
philosophy that “what is needed is an
informed decision-making process, where a recommendation is made for each
student, based on his/her individual circumstances”
Considerations that must be visited when discussing the
possibility of retaining a child:
- Does the child have special needs? For these children an individualized, appropriate program should be in place and the retaining a child is not an intervention that should be included in such a plan. If the IEP is appropriately written and the team members are qualified at implementing it, the child’s unique needs should already be accommodated for. If retention is being considered as an option for a child with special needs, the school and parents need to revisit the current plan and IEP because clearly it isn’t meeting the child’s needs.
- The physical size and birthday have to be considered to ensure there is not a significant discrepancy between the child and his peers. Most retentions are limited to children in first grade and below.
- Making a decision based solely on a child’s academic issues does not typically translate into success. These are the children who are at risk for dropping out and appropriate intervention strategies in the current grade level should always be implemented first.
- Retention is not suggested if a child has motivation issues or self-esteem concerns
- Grade level retention could be an option for developmentally immature students, especially boys, if done in kindergarten or first grade.
- Retaining a child due to high absenteeism is dangerous and depends on the reasons for the absences.
- Issues surrounding a highly transient child will not necessarily be solved by a grade level retention. Reasons for the transience need to go into the decision making process.
- Retaining ESL students may not be the most appropriate solution because the difficulty likely stems from an inability to communicate, not an inability to learn. A strong, more individualized ELL/ESL program may be a better solution.
- Was the child placed in the wrong grade initially? (If the child is a transient expat, this could happen more often than we realize!)
Experts agree that retaining a child should be considered a
last resort and appropriate, individualized strategies and support programs
should always be implemented first. It
is also important to recognize that ANY discussion of retention warrants
enough evidence that specific, research-based individualized support for the
child is necessary, regardless of the final decision.
The decision to retain a child is one that should be taken
seriously as it will impact them for the rest of their lives. Utilizing a research based checklist, such as
the Light Retention Scale (http://portal.wpspublish.com)
is an objective way to take the emotion out of this difficult decision and
keeps parents and school on common ground. This decision should never be solely based on "personal insight" or opinions. A quantitative, research based approach will allow the team to make the best decision.
Compilation of
Strategies to Consider Before Retention:
For more information search “Tier 2 intervention
programs.”
Some suggested programs are:
§
Reading Program for Uncertified Staff www.reading-tutors.com
Further articles on
Retention and Strategies for Struggling Students:
Doing Your Homework:
Retention!
Special Ed Teacher Needs Ammunition
Wright’s Law Flyer on Retention:
Research and Facts
Strategies for Struggling Students
Strike Carrie! A child who is provided with warming light will find her path :)
ReplyDelete