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GRADE RETENTION

GRADE RETENTION. Introduction Dr. Carol Pistulka. Three Main Reasons. Developmental immaturity that resulted in learning difficulties Emotional immaturity that has resulted in severe disruptive behavior Failure to pass standardized proficiency tests. STUDENTS AT HIGH RISK.

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GRADE RETENTION

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  1. GRADE RETENTION Introduction Dr. Carol Pistulka

  2. Three Main Reasons • Developmental immaturity that resulted in learning difficulties • Emotional immaturity that has resulted in severe disruptive behavior • Failure to pass standardized proficiency tests

  3. STUDENTS AT HIGH RISK • Tend to be boys • Tend to be African Am or Hispanic • Young or immature for their grade • Developmentally delayed • Attention, behavioral, emotional problems • ESL • Reading problems • Transient • Live in poverty • Single parent families • Lack of parental involvement

  4. Trends • Extra year in preschool • Sometimes parents want to keep their child home for one more year just because • Some athletically competitive families hold their child(ren) back to give them an edge on sports

  5. 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.

  6. ELEMENTARY STUDENTS • Retention usually occurs in grades 1-3 • Most common reason is reading skills • Initial improvement in academics that disappears after 2-3 years • 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

  7. MIDDLE SCHOOL STUDENTS • TRAUMATIC • Have more negative behaviors • Worse academic performance than similar students who had not been retained • Retained to increase likelihood of getting college scholarships

  8. HIGH SCHOOL STUDENTS • Retained one grade increases the risk of dropping out 40 -50% • Retained twice or more almost guarantees drop out • Same unhealthy behaviors of MS students • Plus more driving violations due to alcohol • Plus more use of marijuana (now Meth) • Plus more suicidal behaviors

  9. DROP OUTS AS ADULTS • More likely to be unemployed • Live on welfare • More in prison then like peers who did not repeat a grade

  10. ALTERNATIVES TO RETENTIONREMEDIAL INTERVENTION • Parental involvement • Multiage classrooms • Individual instruction and/or tutoring • Smaller classes for students who are struggling academically • Intensive reading programs • Early evaluation • Extended day or summer programs • Transfer to an alternative school

  11. 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.

  12. Resources Books Alexander, 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. Organizations National 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).

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