Grade Retention
What is grade retention?
Grade retention, also known as non-promotion or the gift of time, refers to a child repeating his or her current grade level again the following year. Retention is not a form of special education. According to the National Association of School Psychologists (NASP), retention rates have been rising in America. Sometimes children are recommended for retention when their academic performance is low or if they fail to meet grade-level performance standards established by the district or state. Some children may be recommended for retention if they seem socially immature, display behavior problems, or are just beginning to learn English. Occasionally, students who have missed many school days because they were ill or because of frequent moves are recommended for retention.
What should I do if retention is recommended for my child?
If retention is suggested for your child, it is natural that you as a parent will want to know what options are available and be involved in making decisions about your child's education. Retention is a discussion between you, your child's principal, and your child's teacher. By working together, parents and educators can discuss and identify specific strategies to help ensure the educational success of your child.
What does the research say about retention?
When it comes to retention (or any matter concerning a child's education) it is important to remember that every individual child is different and unique. Decisions about individual children must be based on the child's unique profile. That said, long term research generally has not found favorable achievement or adjustment outcomes for students who are retained.
According to the National Association of School Psychologists (NASP), research suggests that while initial academic improvements may occur during the year a student is retained, achievement gains decline within 2–3 years of retention and in adolescence, retained students are more likely to experience problems such as poor interactions with peers, disliking school, poor attendance, school drop out, behavior problems, and lower self-esteem. Again, keep in mind, no two children are alike. Therefore, discussion with your child's principal and teacher (and any other professionals who are knowledgeable of your child) will be critical.
What is NASP's position on retention?
According to NASP, "when faced with a recommendation to retain a child, the real task is not to decide to retain or not to retain but, rather, to identify specific intervention strategies to enhance the development of the child and promote his or her learning and success at school." Talk with your child's principal, teacher, and any other professionals (i.e. the school counselor) who are knowledgeable of your child to brainstorm interventions that will benefit your child's achievement, social, or behavioral concerns.
And remember...every child is unique! Decisions about retention must be based on your child's individual needs.
Resources:
Algozzine, B., Ysseldyke, J. E., & Elliot, J. (2002). Strategies and tactics for effective instruction. Longmont, CO: Sopris West. ISBN: 1570351198.
Canter, L. (1993). Homework without tears. New York: HarperPerennial. ISBN: 0062731327.
Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420–437.
Jimerson, S. R., Anderson, G., & Whipple, A. (2002). Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39, 441–457
Jimerson, S. R., & Kaufman, A. M. (2003). Reading, writing, and retention: A primer on grade retention research. The Reading Teacher, 56, 622–635.
Rimm, S. (1996). Dr. Sylvia Rimm’s smart parenting: How to raise a happy, achieving child. New York: Crown. ASIN: 0517700638.
This page has been informed by NASP's publication on retention, which can be downloaded below.
