The Effects of Retention on Students Achievement
Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Abstract
One of the most important controversial policies in education today is the decision to retain students on the basis of their performance on standardized tests (Stone & Engel, 2004). With the push for high educational standards, more kids are facing the possibility of retention because they are not achieving test scores required for promotion (Schwab, 2004). There are arguments against education rules such as the No Child Left Behind Act in the United States which is meant to end social promotion, the practice of graduating failing students to the next grade to keep them with their peers. There are disadvantages of holding a child back and there are a number of states which tie grade promotion to performance on standardization tests (Goodman, 2004). The stakes are high for both the policy makers, who often champion its ability to whip low performing schools and students into shape and for the kids themselves, whose lives can be forever changed by promotion policies and legislation. The implementation of the No Child Left Behind Act has resulted in an upsurge in the retention of children who score poorly on achievement tests (Leckron & Griffith, 2006). The practice of making retention decisions on the basis of the results of a single test — called “high-stakes testing” — is widely condemned in scientific literature. Test authors generally advise that their tests are not adequate for high-stakes decisions (Goldberg, 2005). Grade retention has become increasingly controversial since the early 2000s education initiatives such as No Child Left Behind have pressed schools to meet certain standards defined by scores on standardize test (Alexander,
2002). Retention is the practice of requiring a child to repeat a particular grade. It is often presented as the answer for poor academic or behavior performance in school. Students may be retained in a grade for a number of reasons including if they are judged not to have the academic or social skills to advance to the next grade (Bielick & Chapman, 2003). Retention is often used as a means to raise educational standards. Many believe that repeating a grade is an effective remedy for students who have failed to master basic skills. Students are taught the same information, the same kind of way, during their retained year. No modification are made and the students are expected to learn the skills the second time in a particular grade. However, when we look at something like retention in grade, there is a major incongruity between purpose and results (Brulle, 2005).
Thirty years ago first grade was for learning how to read. Now, reading lessons start in kindergarten and kids who “don’t crack the code” by the middle for the first grade get extra help. Instead of story time, finger painting, tracing letters and snack, first grades are spending hours doing math worksheets and sounding out words in reading groups. In some places, recess, music, and art are being replaced by writing exercises and spelling quizzes. Kids as young as six years of age are tested and retested again-some every ten days or so to ensure they are making sufficient progress. After school, there is homework, and for some, educational videos, more workbooks and tutoring, to help give them an edge (Tyre, 2006). In middle and high school the same things takes places from no longer have a break and continuing to take standardized test such as Criterion Referenced Competency Test (CRCT) and End of Course Test (EOCT) and Georgia High School Graduation Test. These test all play a vital role in each child’s life. The all starts with the primary schools and continues on until graduation.
Keywords
Grade retention, Student achievement, Recommendations
Recommended Citation
Duggan, Kara, "The Effects of Retention on Students Achievement" (2014). Georgia Educational Research Association Conference. 25.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/25
Proposal
The Effects of Retention on Students Achievement
Room 217
One of the most important controversial policies in education today is the decision to retain students on the basis of their performance on standardized tests (Stone & Engel, 2004). With the push for high educational standards, more kids are facing the possibility of retention because they are not achieving test scores required for promotion (Schwab, 2004). There are arguments against education rules such as the No Child Left Behind Act in the United States which is meant to end social promotion, the practice of graduating failing students to the next grade to keep them with their peers. There are disadvantages of holding a child back and there are a number of states which tie grade promotion to performance on standardization tests (Goodman, 2004). The stakes are high for both the policy makers, who often champion its ability to whip low performing schools and students into shape and for the kids themselves, whose lives can be forever changed by promotion policies and legislation. The implementation of the No Child Left Behind Act has resulted in an upsurge in the retention of children who score poorly on achievement tests (Leckron & Griffith, 2006). The practice of making retention decisions on the basis of the results of a single test — called “high-stakes testing” — is widely condemned in scientific literature. Test authors generally advise that their tests are not adequate for high-stakes decisions (Goldberg, 2005). Grade retention has become increasingly controversial since the early 2000s education initiatives such as No Child Left Behind have pressed schools to meet certain standards defined by scores on standardize test (Alexander,
2002). Retention is the practice of requiring a child to repeat a particular grade. It is often presented as the answer for poor academic or behavior performance in school. Students may be retained in a grade for a number of reasons including if they are judged not to have the academic or social skills to advance to the next grade (Bielick & Chapman, 2003). Retention is often used as a means to raise educational standards. Many believe that repeating a grade is an effective remedy for students who have failed to master basic skills. Students are taught the same information, the same kind of way, during their retained year. No modification are made and the students are expected to learn the skills the second time in a particular grade. However, when we look at something like retention in grade, there is a major incongruity between purpose and results (Brulle, 2005).
Thirty years ago first grade was for learning how to read. Now, reading lessons start in kindergarten and kids who “don’t crack the code” by the middle for the first grade get extra help. Instead of story time, finger painting, tracing letters and snack, first grades are spending hours doing math worksheets and sounding out words in reading groups. In some places, recess, music, and art are being replaced by writing exercises and spelling quizzes. Kids as young as six years of age are tested and retested again-some every ten days or so to ensure they are making sufficient progress. After school, there is homework, and for some, educational videos, more workbooks and tutoring, to help give them an edge (Tyre, 2006). In middle and high school the same things takes places from no longer have a break and continuing to take standardized test such as Criterion Referenced Competency Test (CRCT) and End of Course Test (EOCT) and Georgia High School Graduation Test. These test all play a vital role in each child’s life. The all starts with the primary schools and continues on until graduation.
