ERIC ED438916: Of Primary Interest, 1998-1999.

19 Pages·1999·0.82 MB·English

by  ERIC

DOCUMENT RESUME
ED 438 916
PS 028 334
AUTHOR
Fielden, Frank, Ed.
TITLE
Of Primary Interest, 1998-1999.
INSTITUTION
Colorado State Dept. of Education, Denver.
PUB DATE
1999-00-00
18p.; For 1995-1998 issues, see ED 426 792. Newsletter
NOTE
published quarterly. Published cooperatively with the Iowa
Dept. of Education, The Nebraska Dept. of Education, The
Missouri Dept. of Elementary and Secondary Education, and
the Montana Office of Public Instruction, with the support
of the Colorado Foundation for Families and Children.
AVAILABLE FROM Colorado Department of Education, 201 East Colfax Avenue,
Denver, CO 80203; Tel: [phone]; Fax: [phone]; Web
Site: http://ericps.crc.vivc.edu/naecs/opi-nl.html
Collected Works - Serials (022)
PUB TYPE
Of Primary Interest; v6 n1-4 Win 1998-Fall 1999
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Academic Achievement; *Emergent Literacy; *Grade Repetition;
DESCRIPTORS
Grade 1; Grade 3; Kindergarten; Literacy; *Primary
Education; Reading Achievement; Reading Instruction; School
Readiness; Student Evaluation; *Teaching Methods
ABSTRACT
This document is comprised of four consecutive issues
(Winter 1998-Fall 1999) of a newsletter published quarterly to provide
information on current research and practice to early childhood professionals
teaching in the primary grades in Colorado, Iowa, Nebraska, Missouri, and
Montana. The winter 1998 issue focuses on retention in the early grades,
reviewing research, and providing alternative strategies. The spring 1999
issue also addresses grade retention, asserting that a long trail of research
indicates that retention is not the appropriate route to improve student
achievement. This issue also contains a brief summary of literacy
accomplishments that should be evident in third-graders. The summer 1999
issue discusses myths of literacy development and contains a reprint of an
ERIC Digest on kindergarten entrance age. The fall 1999 issue covers
effective first-grade teaching methods, including how to build strong readers
and writers, how to assess school readiness, and literacy accomplishments
that should be evident in first-graders.
(EV)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Of Primary Interest, 1998-1999
Published Cooperatively by:
Colorado Department of Education
Iowa Department of Education
Nebraska Department of Education
Missouri Department of Elementary
And Secondary Education
Montana Office of Public Instruction
BEST COPY
AVAILABLE
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Clo')
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U.S. DEPARTMENT OF EDUCATION
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Office of Educational Research and Improvement
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INFORMATION CENTER (ERIC)
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1
2
BESTCOPYAVAILABLE
Winter 1998 Vol.8 No.1
Published Cooperatively by
Nebraska Department of Education
lbwa Department of Education
Colorado Department of. Education
Missoiiri"Depdrtment.of-Elementary and Secondary Education-- Montana Office Of Public.IrVruction
with -the SuPPoTt of
Colorado Foundation for Families-andthildren
Retention lit-the' WV:G*1*A Wit*
of the/ Reseoch
matine." A similar study on "transition"
boned a fear of being criticiied by the:..
Bedie Anderson,
as junior first grade or
teachers imthe next grade forpassingstu-
,
in collaboration with the staff at'
ergarten, led to the
developmental kind
dents WholVere ill prepared: AllirigtonN,
-
RMC Research Corporation
same results (Allington 4 McGill-Franzen,
and McGill-Franzen (1995)describe teach-
ers in one school who reported significant
Because retention and promotion practices
embarrissinent when a student they pro-
are expressions of beliefs about purposes of
-Some researchers,such as Eads_.(1990 and
-..ernOted was "sent bick down for !being- ,
educationiretentionis a complex andemo=
Shepard and Sinith:(1988)_belieyethat--=-
unable to read the assigiied trade book
tionally laden issue: T'his.guide is de:Signed_
retaining students actually has deleterimis.
that grade.
to help you examine your district's or
effects-on the schoOl. They believe kinder-
SebOol'S retention policies and practices
garter transition programs change the' -.
;
Research studies have shown that groups
and to determine the impact of yourreterv,
composition of fifsfgrade classes to indude
of retained childrendernOnstrate a Short-
tion practices.
the ./
older, more "mature" ,students
term "bounee" in performance in relation
..,,,
younger, lessinatiire stridentsare pulled
'to sane grade comparison-groUps of chil-
\
Out of their agektikortand placedin the! .,
dren who performed in the lowest quaktile
.
transition program. :This allows, perhaps
...
Why do teachers retain young
r.
even encourages, the first grade teachers te-
children?
_,:increaSe the level Of difficulty of 1-.4Thatis
Primary teachers
being taught,.a shift referred to as-escalat,:..
A large majority of teachers'interviewed
base beliefs about
ing the curriculum,- Skills thatyvere once-.
by Smith.(1989)..viewed retention-as benefi-__
rialto studentsTeachers talked about chil-
considered tObeappropriate to second:
the benefits of reten-
dren who'had been retained as a's'suming
grade, such as-reading, are noWbeing-.--
taught to and expected'of first graders.;:-
more-leadership,- being more comfortable
tion on incomplete
Shepard and Smith (1988'.35) argue that.
with the routine, beirigrnore cooperative,
to a lower grade '
hairing gr,eaterSelf-confidence, becoming
acadernics pushed-dos
and misleading_
does-not necessarily lead to betterlearning
more a part of the-Social group, and achiev-
because "boring proficiehdes leanied by
ing More academic success. -7
information.
rote are substituted for Conceptuallearning,
hi
's study,(1989:130), almost half of
Smith_
and enthusiasm-for
int rvie ed
die
w
th 40 kind
en
rt
rs
e
a
hoWevet-this
on norm referenced testsi
Led
their retention recommendations on
view of the:repeated reSearcheVidence
advantage decreases over time. Holmes`'
.
their beliefs aboutchildren'l maturity ley-
on the negative effects of reteritiOn,-Smith
,(1989);,in his meta-analysis of multiple ..
-(1989:147448) argues-that 'primary-tea-diets --
els.'iTheSe teachers 'believe:that, within
studies:On retentionrfOuricithat after three
base beliefs abOut the benefits Of rete:ntibn
-some normal range of' environments,--chil-
grades there- was no difference between
vdren become more "prepared for school.:-
incomplete andnisleadinginfOrinatiOn.
children who were retained andthose who
0)/accorciing,toan evolutionary, physiolOgical-:
were
0
even-though the retained chit-
What tke-teacher lacks access to,hOwever, is-
unfolding
dren were one year older. This temporary
the infoiriation about what hat child would_
"bounce" inthe performance of retained,
There areother factors influencing teach-
have been like had he been promoted:Indeed,
'
students provides one answer to why
ers' decisions to retain students. In inter-
these unseen circumstances aft-hypothetical,
teachers retain children.
--, vieWs with ateacheis, Byrnes (1989)
-;they laClc reality; andiii fact, she inaideny
reported that while teachers were con
the poisibility that vith some acceptable !met
However, in a carefully controlled study
.
cerned about retaining students, they often
Of struggling the child would haw succeeded
of kindergarten retention, Shepard and,-
pro-
felt it would be worse for a child tobe
in the subsequent grefcle.and later on would
Smith (1989 :105) found "no boost or aca;
,moted because of the expectations in_the
be indistinguishable from his peers.
demic advantage front the extra year to
folloWing grade. Several teachers men-
continues on page 2-
BEST COPY AVAILABLE
.grade retention as a rentedial strategy
Retention in the Early Grades:
does not appear to fix school perfor-
A Review of the Research
.rnance;
continued from Page 1-
retention is the strongest message a
teacher or school can give a student that
How do children and families-
they are not as capable as their age.
mates; and
experience retention?
overage students become
In 1989, Byrnes-interviewed 71 nonpro-
trated when they `struggle with school
moted children about repeating a grade in --
c.
work
;school. Half of these children were from
received substantially different curricula
upper-middle income'Sehools and half -
and-methods of instruction during their
Grissom and Shepard (1989:34) concluded
were from lower-middle income schools.
that "retained students experience a greater
retained year.
In private interviews,,27 percent of the
riskfor dropping out that cannot be
theinter-
retainedchildren did not admit
eitplairied by their poor achievenient."
When
VieWer that they had been
They-found that for black males in Austin,
asked how they felt of would-feel if they
What alternatives ,td retentiOn are
Texas, retention increased their risk of
were retained, 84 percent of the-responses
:schools exploring?
dropping out of high school by 27 percent
focused on "sad;' "bad," and "upset"
Sritith (1989) found that teachers within
White females:from a high socioeconomic
Byrnes concluded (1989:130) that retained
the, same school typically demonstrated
district who were" retained increased their
children Viewed retention as a "punish-
the other
- retention practices that matched
chances of not completing high-School by
ment and a stigma, not as a positiVe event
teachers' -in their sr-1901_1n other-Words;
21 percent Based on their study and
designed to help them."
there seemed to he 'a school culture that
review of retention research, Grissom and
affected retention practices: SOme schools
Shepard, (1989:60) stated:
Byrnes also interviewed principals, teach,-
retained-as many as a third of their kinder-
ers and_parents:- She found that these
contemplating tougher
Fora school
gartners fora second yeatarld otheiS
adult§ viewed retention as a way to help
promotwn policies, it is possible to estimate
retained only one or two percent(
children who were fudged by adults to be
what the effect might be on the district's
unable to deativith the "tasks of the next
Likewise, Allington and Mill-Pianzen
dropout rate. If annual retention rates are
grade.
(1995:53) found that schools with similar
increased, say, fray; five percent to seven per-
'
student populationsiespOneled very differ-
cent, thecumuleitive retention rate will go up
lit inOther set of interviews, parents-
ently to children's difficulties with learning.
on the order of 20 perdent. That is, an
reported that the characteristicS of the chil-
ad_di-
'Fig° Schools theOesearched each had 20
tional 20 percent of students Wilrexperie rice
drerahat were used to make,the retention
percent of their children eligible for free or
decision, such as lack of attention and poor retention sometime in their school career. _..
;reduced lunch. One school had retained;
,Folliiwing from the extra retentions, the dis-
social skills, were not corrected by an extra
,placed in transitional classes, or placed in
trict's dropout rate, Will go up by three to six
year to mature (Shepard and Smith, 1989).
special education almost two out of every
percentage points. -A district that had a 20_
Parents in this study alsodescribed their
three primary grade students. In-the other
-percent dropout rate COuldanticipate a new
children as having slightly poorer attitudes'
school abOut one out of ten students, were
rate of 25 percent as groups of previously
toward school compared to a Matched cOn-
retained or placed in special edrication.
retained students "reached high school age::
trOl &Pup of children who were not
,
- describing the two schools
the-researchers
retained. Yet, through interviews With
However, in a grade retention report by
-noted:
teachers-and parents, Smith (1989:145)
the Massachusetts Department of'Educa-
:found that 'teachers consistently under-
The two communities were not venjdiffer-
tiort (1990), the authors concluded that-in
play the extent of conflict y,vith parents, over
..Viit, although pdperty was-higher in thisec-
individual cases students can benefit from
the decision- to retain and Underestimate
and school. What,was4ifferent was the
,
retention. Schools are Unable to predict
--
the degree of parents' active resistance or
institatWiail ethos in'each. The teachers in
who these students will be. A study by
1
,
passivebut unhappy compliance"
the first Schbol talked about parents and stu-
Sandoval and Hughes (1981) was designed
':--
dents-in adversarial tones ("us versus
to discover what type.§ Of children benefit
them "). In the siedrid school, teachers talked
from retention.'
much more respectfully about.the-ehildren
Does retention-hdp children close the
Children who demonstrated greater suc-
,
and their patents. Teachers in both schools
_
academic achieVement gap?
cess after repeating first grade:
were generally cordial in their - interactions
Numerous research studies on the long
with children, and the hallways of kith were
-
displayed mastery of some academic
41'
term effects of reteritionhav,e,Conchided
' bright and decorated with-Student work (the
skills (usually leading);
that retaining children does not help them.
first school even displaced banners
had-good Self-concepts and adequate --
-move up academically. In fact, for the vast
-,Plaques that had been awarded to denote its
social skills;
majority of students, retention has a nega-
excellence).
had parents who were involved in the
tive effect On their academic achievement.
School districts also influence or prescribe
schools and who had favorable attitudes
Researchers have found that ehildren who
retentionprktices within schoirls: Ailing-
toward retention;
are overage for their grade are more likely:.
ton and McGill - Franzen (1991), found that
demonstrated difficulty with
to drop out of school. Roderick (1995) sug-
pri-
schoOls with formal retention polities and
geststhree possible reasons why retention
,marily due to lack of exposure to the
plans had higher retention rates than.
places students at risk of dropping out:
material (school transfer or high absen-
schools with no policies.
teeisin); and
-
BEST COPY AVAILABLE
EadS;G.M. (1990). kindergarten retention'
Grissom; J.B. & Sheparct'L.A;(1989:3476,3).
Ellwein and Glass (1989) conducted _a
-Aepeating and drop, ping out of school. Ili
and alternative kindergarten progratith: A '
multi -site Case study in which one district
L.A. Shepard & M.L. Smith (eds.), Eliinking7
the Virginia Bord of Education.
had implemented a new retention/promo-
-report
-grades: Research and policies or_ iretention.
tion policy. They found that althc(ugh the
Richmond, Virginia: Virginia State Depart-
London: Faliner.Press.
district very carefully designed and imPle--
men( of Education (ERIC Docuirient Repro-
Merited a promotional program to bring '-
7
ductinn Service No. ED 320 670).
Holmes, C.T. (1989:16-33) : Grade level
order to seemingly illogic.arand haphazard
retention effects:A keta-analysiS:of
Ellwein,111.C. & Glass;G.V. (1989151-173).
retention practices, no one was 'keeping
research stadiee._In-LA, Shepard &
Ending social promotion in Waterford:
track of what happened.:No-one kneW if
Appearanies and reality. In L.A. Shepard
Sinith (e-dsl, Flunking grades: Research and
the shidents'.who failed-the reqUired testy
.poliVies on retention: LondomFaliner
Smith (eds.),flunking
&
.
-Were actually being retained. Researchers
Research:and policies on retention. I.:on-
Press.
inferred that the PolicyTWaS being used
don: Falmer Press.
'dilly in part. -Children'Who passed the tests'
continues on page 4
were being promoted; but some of the chil -'
(hen whojclid not. pass thetests Were also
being promoted: This raised questions
about whiCh children were retained and
.--1-toW the decisions were made.
Retentionin the Early Gra
Many studies have found bias in retention
Practices: Specifitally;children who are
Alternative Strategies
retained are more likely to be low- income,'
male, and minority (Roderick:1995). In the
end it appeared as if
distriCtstuidied by
Ellwein-and Glass (1989) had implemented"
As yoriexplOre and review your retention praCtices, it
may behelpful to examine some
a policy to improve.public relations. The
alternative practices. used by, other school districts. These
ideas can help stimulate. your
-degree to whichthe policy hanged prac-
thinking about appropriate and effective
educational strategies to, implement in
your school
tice was not of interest to the district. In
or district.
their multi-site case Study, the researchers
district
Promote all-low achievers and provide additional instructional
found that the circumstances in
support. One-to-one
-
were not unusual.
_
%tutoring progranis haVe had good results in helping students
,-
to meet standards.(See
Allington &Walmsley,- No Quick Fix: Rethinking Literacy
Programs in America's. Ele-
mentary Schools).
2. Provide students in a transition linigram with
an enriched curriculimi'designed to lead
Bibliography
to double promotion so stridentS can catchup with their age cohorts
n, A.
Allington, R.L. &'McGlll-
eFranz-
(1991). Eilucationatrefon,n and at -risk
.
3 Keep teacherS wilifthe same sttidents
bnio or three years witti an emphasii on con-
for
children : Eiclusion, retention, transition,
-;
tinuous progress.
and special education iii an era of increased
4. Implement multi - age classrooms where children have
accountability", Final repOrt to the U.S.
more time to learn and advance
to the next leVel after mastering the concepts at their current level.
Department of Education, Office of Echica,
tional Research and Improvement. (Grant
a Develop a summer enrichment or "bridge",program.
-#R11790143).
.
6. Use supplemental funds from federal categorical Programs
lilce Title Ito pay teachers
Allington, R.L. & McGill-Franzen,
'-
to tutor students individually in reading and writing after school:
(1995:45-60): Thinking: Throwing good
--
money after bad, In RI. Allington&
7. Expand parent involvement to include family literacy.
programs that teach'parents how
-Walmsley, No-Quick Fix: Rethinking Liter7'
to 'support emergent literacy,
-
acy Programs in America's Elementary
--.Review and/or redesign curriculum for deVelopmental appropriateness
SchOols. New York: Teachers College,
and instruc-
tional
using information fmin professional associations such
Columbia University
---
as the National
Association forthe Echication of Young Children (NAEYC) andthe
National Board for
Allington, R.L. & Walinsley,
A.,(1995)::
,
Professional Teaching Standards'.
No Quick Fix: Rethinkingliter4y Pro -
rirts
Provide intensive staff development for all
,9.
Elementary Schools.
K-3 teachers in emergent literacy and
a
common program for teaching reading/languagearts.
New York Teachers College, Columbia
University.
- -
-
10. Provide time for staff to examine current teaching practices.
Use staff development
funds to organize study groups to identify alternatives.
Byrnes, D.A. (1989:108-131). Aftitudes of
students, parents and edricaeorsItoward
11. Find time to examine your collective beliefs regarding teaching
and learning. Deter-
repeating a-grade, .In L.A. Shepard &;M.L.
mine ways in which all students can be successful.
Smith (eds.), Flunking grades: Research and
policieS on retention. London: Falmer
Anderson/RMC Research Corporation
PresS.
BEST COPY
AVAILABLE
Shepard,
& Smith; M.L. (1989:79-107). -
Retention in the Earh/fGracles:
Academic nnd,eittotioital-effects of kinder-
A Review cif the Research
This' article is excerpted -.from Retention in
gartin retention in one school district._ In
the Early Grades, a document written by
continued from page 3
Smitii(eds.);-Plunking
L.A. Shepard
Beckie Anderson for the-RMC Research
-
grades: Research and policies;on retention.
Corporation, and is used with permission.
MasachusettS Department of Education.
London: Palmer Press-
Copies ofthe entire publication are,avail:
-- -
(1990). Structuring SchOols for student suc-
able from-RMCIResearch CoiporatiOn,
Smith, M.L. (1989:132-150). Teacheis'
cess: A focus' on grade retention [BriiChure] ::
In LA Shepard St.
about retention
Writer's Square Suite 540, 1512 Larimer
Quincy Massachusetts: Bureau OiStudent
*
M.L. Smith (eds.), Flunking grades:
Street, Denver, CO 80202, (800).922 -3636
Development arid Health.
-17
[voice], (303) 825426 [fax],
Research and policies ottietentEori: Ldn-'
Roderick, M. (1995). Grade ietentionand,
,[nno&Mcdenver.cOm] : Thefiist fiye
don: Faliner Press.
school dropout: Policy debate and iesearch
-copies of any order* available at no cost
_questions. ReSearch Bulletin (PhiDelta
Additional copies maybe purchased for
Kappan, No. 15). Washington, D.C.
$10.00 e.ach prepaid.
For the vast majority
Sandavol, J. & Hughes,-G.P." (1981).- Suc-
of students, retention
cess in nonpromoted first grade Children.
Final report to the National InstitUte-of
has a negative effect
:Mental Health, Bethesda, Maryland (Grant
#PHS-.28765-02).'
on their academic
Shepard, L.A: & Smith; M.L. (1988:34-38).
achievement.
Flunking kindergarten: Escalating curricu-
,
lion leaves titanybehind. American Educa-
tor- (Summer /Volume 3).
COLORADO' STATE BOARD OF EDUCATION
Seated January 14;1997
Patricia M. Haye, Chahman,
Gully Stanford,
John Evans;
Member-at-Large
1st Congressional District
6ffi Congressional District
r
.
Aurora
Parker Denver
Patti Johnson,
Thom_ as M. Howerton, Vice Chairman,
2nd Congressional Distict
5th Congressional District
-Colorado-Springs
i,J3roomfield
Pat M. Chlouber,- Clair Orr,
-
4th aingressional District'
-3rd Congressional District
William :I; Moloney
Kersey
Leadville
_
Commissioner ofEducatiOn.---.
1 III
15
'
D
111
-to.
:..:13ESt COPY
'AVAILABLE,
S.
lIl
.55 11.
.
,
I I
.:1 1
11
I
411141
AVAILABLE
BEST COPY
Spring 1999 Vol. 6 No. 2
Published Cooperatively by
Nebraska Department of Education
Iowa Department of Education
Colorado Department of Education
Montana Office of Public Instruction
Missouri Department of Elementary and Secondary Education
with the support of
Colorado foundation for Families and Children
Grade Retention: A History of Failure
A long trail of research tells us that retention is not the route to take in our efforts to improve
student achievement.
vehicle for school system reports on
William A. Owings and Susan Magliaro
retention, promotion, and dropouts.
For almost 50 years, research has shown
Update
Within the next two decades, researchers
that grade-level retention provides no
started to examine the efficacy of retention
academic advantages to students. Yet, the
in terms of student achievement
Retention in the Early Grades
practice is gaining increasing attention as
The goal of grade retention was to
schools face political pressure to
improve school performance by allowing
demonstrate accountability for student
In a previous issue of Of. POinary::
more time for students to develop
achievement. Publications including USA
Interest; an article was exCer004:from
adequate academic skills (Reynolds, 1992).
Today (Ritter, 1997) and Education Week
...,
Retention in the Early.Gradek.4::
By the 1930s, researchers were reporting
(Reynolds, Temple, & McCoy, 1997) have
document. written by:
the negative effects of retention on
addressed the topic, and President Clinton
achievement (Ayer, 1933; Kline, 1933).
for the. RMC Research Corporation.
in his 1997 and 1998 State of the Union
Goodlad (1954) summarized the research
Unfortunately, the RMC Research.staff
Addresses called for increased retention of
between 1924 and 1948 related to grade
no longer has free copies. of this
students with low scores on standardized
document available. The publicition
retention. This synthesis showed that
tests, stating that a child should not move
retention did not decrease the variation in
may be purchased; however;.fOf $10.00
from grade to grade "until he or she is
student achievement levels and had no
prepaid from RMC Research
ready" Research suggests that retention is
positive effect on educational gain. Otto
Corporation, Writer's Square Suite 540,
on the rise. According to one study
(1951) suggested that retention had no
1512 Larimer Street, Denver; CO 80202.
(Roderick, 1995), from 1980 to 1992 the
special educational value for children and
national percentage of retained students
(800) 922:3636 [voicej, (303):8254626
that the academic gain of nonpromoted
[fax), e-mail: frmc@rmcdertver:comi.
increased from approximately 20 percent
students was smaller than the gain of their
to nearly 32 percent.
promoted counterparts.
The overly simplistic view of retention as
Excellence in Education, 1983), a time of
In the mid-20th century, researchers
a panacea for education woes ignores its
reduced public confidence in schools,
began to investigate the relationship
negative impact on children. A walk
many school systems instituted more
between retention and dropouts. One
through history reminds us of what we
stringent promotion and retention
study (Berlman, 1949) indicated that
have learned about retention.
policiesin spite of the lack of supportive
students who were retained might be
research evidence (Roderick, 1994). For
more likely to drop out of school than
the public at large, it was counterintuitive
those who were not retained. This article
to think that retention was not useful in
appeared at a time when the literature was
History of Grade Retention
helping students to reach basic skill levels
emphasizing the need to keep students in
It was not until about 1860 that it became
(Natale, 1991).
school (Anderson, 1950; Holbecic, 1950;
common in U.S. elementary schools to
Moffit, 1945; Nancarrow, 1951; Sandin,
group children in grade levels, with
promotion dependent on mastery of a
1944).
quota of content. The New York City
In the 1960s and the 1970s, the pendulum
Current Practice and Research
school system was reporting the results of
moved toward the social promotion of
No precise national data record the exact
promotion and retention as early as the
students. After the publication of A
numbers of retained students. However, a
turn of the century. Maxwell's (1904) age-
Nation at Risk (National Commission on
number of studies suggest that retention
7grade
progress study became the standard
continues on page 2
BEST COPY AVAILABLE
frequently than the general population
Grade Retention:
Retention Harms Learners
(McLeskey, Lancaster & Grizzle, 1995).
Historically, educators have viewed
A History of Failure
retention as a means of reducing skill
The long-held belief that early retention is
continued from page 1
variance in the classroom in an attempt to
best for students continues to be refuted in
better meet student needs. Clearly, this
has persisted and possibly has increased.
the literature (Johnson, 1990;
practice has not achieved its goal. In the
The Center for Policy Research in
Mantizicopoulos & Morrison, 1992;
process we have harmed our clients.
Education (1990) reported that by the 9th
Thomas et al., 1992). Studies of retention
Physicians take an oath that guides their
grade, approximately 50 percent of all U.S.
in kindergarten indicate that retained
professional practice-first, do no harm.
school students have been retained.
students have significantly lower scores
Educators would do well to take a similar
Roderick (1995) reported that the
on standardized achievement tests than do
oath. Retention harms an at-risk
proportion of overage students entering
nonretained students (Dennebaum &
population cognitively and affectively.
high school has risen almost 40 percent
Kulberg, 1994). Another study shows no
Alternatives to consider include requiring
since 1975. One synthesis of research
difference in achievement for retained
summer school, offering intensive
indicated that the current level of retention
kindergarten students and the matched
remediation before and after school,
matches that of the early 20th century
control group (Shepard & Smith, 1987).
changing teacher and administrative
(Shepard & Smith, 1990).
Some research indicates that early
perceptions, and increasing teacher
retention may produce a short-lived
Of 66 articles on retention written from
expectations.
increase in achievement; however, this
1990 to 1997, only 1 supported retention
gain vanishes in two or three years (Butler,
One indicator of a profession is that a
(Lenarduzzi, 1990). These articles and
1990; Karweit & Wasik, 1992; Snyder,
body of research guides its practice
Holmes' (1984) and Holmes and
1992).
(Darling-Hammond & Goodwin, 1993). A
Matthews' (1989) meta-analyses document
body of research exists on the subject of
the effects of retention.
Research indicates that retention
retention, and it should guide our practice.
produces negative social implications.
Many studies show the association
If we are to treat our "patients"
Kindergarten students who were retained
between retention and dropping out of
professionally, we need to stop punishing
indicated a slightly more negative attitude
school (Cairns, Cairns, & Neckerman,
nonlearners and instead provide
toward school than did a matched control
1989; Dawson, 1991). These studies
opportunities for success.
group (Shepard & Smith, 1987). Retained
control for the effects of other influencing
students may have more behavioral
factors. Grissom and Shepard (1989)
References
problems than those who are not retained
determined that retention significantly
Anderson, H.A. (1950). "Another study of
(Meisels, 1993). Rumberger (1987)
increases the probability of dropping out,
dropouts." School Review, 58, 318-319.
suggests that retention contributes to a
controlling for prior achievement, sex, and
Ayer, F.C. (1933). Progress of pupils in the state of
permanent disengagement from school.
race.
Texas 1932-33. Texas State Teachers Association.
Research also shows that retention may
Berlman, M. (1949). "Why boys and girls leave
Demographic data show that retained
have negative effects on long-term student
school." American Teacher, 20, 33-39.
students tend to come from lower
achievement. Holmes' (1989) meta-
Butler, J. (1990, November). Effects of retention on
socioeconomic (SES) backgrounds than
achievement and self-concept of kindergarten and
analysis reviewed 63 controlled studies
nonretained students (Thomas et al., 1992).
first grade students. Paper presented at the annual
that compared the progress of retained
Meisels (1993) found that approximately
meeting of the Mid-South Educational Research
students with that of lower-achieving
Association.
40 percent of repeaters come from the
promoted students; 54 studies showed
lowest SES quartile, whereas
Byrd, R., & Weitzman, M. (1994). "Predictors of
negative achievement results for the
early grade retention among children in the United
approximately 8.5 percent come from the
retained students. Holmes then reviewed
States." Pediatrics, 93(3), 481-487.
highest SES quartile. Meisels (1993) also
only those studies with the greatest
Cairns, R.B., Cairns, B.D., & Neckerman, H.J.
determined that more than two-thirds of
statistical control. The negative
(1989). "Early school dropout: Configurations and
all retentions take place between
determinants. " Child Development, 60(6),1437-
achievement effects were again
kindergarten and 3rd grade. Other studies
1452.
demonstrated. These findings were
have shown that retained students tend to
Center for Policy Research in Education (1990).
substantially identical to those of
be male and African American, with
Repeating grades in school: Current practice and
Goodlad's analysis in 1954. Subsequent
parents who are less educated than the
research evidence. Washington, DC: Author.
studies have provided little new evidence
parents of nonretained students (Byrd &
Darling-Hammond, L, & Goodwin, L.A. (1993).
to contradict Holmes' synthesis of
"Progress towards professionalism in teaching." In
Weitzman, 1994; Dauber, 1993; Foster,
research.
G. Cawelti (ed.), Challenges and achievements of
1993; Meisels, 1993). In California, George
American education (pp. 19-52). Alexandria, VA:
(1993) found that retention rates for
Other studies indicate an increased,
ASCD.
African Americans and Hispanics are
cumulative negative effect of retention on
Dauber, S. (1993). "Characteristics of retainees and
twice the rate for whites. Byrd and
achievement for at-risk students
early precursors of retention in grade: Who is held
Weitzman (1994) examined social and
back?" Merrill-Pahner Quarterly, 39(3), 326-343.
(Reynolds, 1992). Retained children may
health factors associated with retention.
continue to decline in reading
Dawson, D.A. (1991). "Family structure and
Poverty, gender, mother's education level,
children's health and well being: Data from the 1988
achievement over time compared with
national health interview survey on child health."
hearing and speech impairments, low
nonretained students. Whether this
Journal of Marriage and the Family, 53(3), 573-584.
birth weight, enuresis, and exposure to
cumulative decline occurs in mathematics
Dennebaum, J.M., & Kulberg, J.M. (1994).
household smoking are significant
achievement is uncertain.
"Kindergarten retention and transition classrooms:
predictive factors. Learning disabled
Their relationship to achievement." Psychology in
students may also be retained more
the Schools, 31(1), 5-12.
Shepard, L., & Smith, M. (1990). "Synthesis of
Otto, H. (1951). "Grading and promotion policies."
Foster, J. (1993). "Reviews of research: Retaining
Educational
research on grade retention."
40, 128-129.
NEA Journal,
70(1), 38-
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47(8), 84-88.
Leadership,
Reynolds, A.J. (1992). "Grade retention and school
43.
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Snyder, J. (1992, November).
Educational
adjustment: An explanatory analysis."
Beyond retention: A study of
George, C. (1993).
in elementary school on subsequent academic
Analysis, 14(2), 101-121.
Evaluation and Policy
retention rates, practices, and successful alternatives
Paper presented at the annual meeting
performance.
Sacramento, CA: California State
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Reynolds, A.J., Temple, J., & McCoy, A. (1997,
of the Mid-South Educational Research Association,
Department of Education.
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Knoxville, TN.
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Goodlad, J. (1954). "Some effects of promotion and
Thomas, A.M., Armistead, L., Kempton, T., Lynch,
non-promotion upon the social and personal
Ritter, J. (1997, August 18). "When kids don't make
S., Forehand, R., Nousiainen, S., Neighbors, B., &
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p. A3.
the grade."
USA Today,
Tannenbaum, L (1992). "Early retention: Are there
Education,
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Roderick, M. (1994). "Grade retention and school
Psychology in the
long-term beneficial effects?"
Grissom, J.B., & Shepard, L.A. (1989). "Repeating
American
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29(4), 342-347.
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31(4), 729-759.
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The above article appeared in the September
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56 (1), 86-
Educational Leadership,
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Nation's Schools,
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Association for Supervision and Curriculum
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Rumberger, RW. (1987). "High school dropouts: A
Development (ASCD). William A. Owings, a
Flunking grades: Research and
M. Smith (eds.),
Review of
review of issues and evidence."
past president of Virginia's ASCD, is
(pp. 16-33). London: Falmer
policies on retention
57(196), 101-121.
Educational Research,
Superintendent of Schools. He may be reached
Press.
Social and emotional
Sandin, A. (1944).
at Accomack County Public Schools, P. 0. Box
Holmes, C.T., & Matthews, K.M. (1984). "The effects
adjustments of regularly promoted and non-
330, Accomac, Virginia 23301. Susan Magliaro,
of nonpromotion on elementary and junior high
New York: Teachers College Press.
promoted pupils.
Associate Professor of Education, may be
Review of Educational
pupils: A meta-analysis."
Shepard, L., & Smith, M. (1987). "What doesn't
reached at Virginia Tech, Department of
54, 225-236.
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Teaching and Learning, War Memorial Gym,
Johnson, E., et al. (1990). "The effects of early grade
69(2), 129-134.
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Phi Delta Kappan,
Blacksburg, Virginia 24601.
retention on the academic achievement of fourth-
27(4),
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Psychology in the Schools,
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A review of the
Karweit, N., & Wasik, B. (1992).
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Baltimore: Center for
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Research on Effective Schooling for Disadvantaged
Students, Johns Hopkins University.
Kline, E. (1933). "Significant changes in the curve of
SAVE THAT DATE!
Journal of Educational
elimination since 1900."
26, 608-616.
Research,
Lenarduzzi, G. (1990). "The effects of nonpromotion
NAEYC's National Intik* for 614
allayed Professional Dovelopmed
in junior high school on academic achievement and
27(3), 212-
scholastic effort."
Reading Improvement,
June 9-12, 1999
217.
Cincinnati, Ohio
McLeskey, J., Lancaster, M., & Grizzle, K. (1995).
"Learning disabilities and grade retention: A review
of issues with recommendations for practice."
primary-grade symposia
Activities on June 10 will feature a
Learning Disabilities Research and Practice, 10(2),
Transforming Early Childhood classrooms: The Impart of Standards.
120-128.
Mantizicopoulos, P., & Morrison, D. (1992).
Guest streakers will include:
"Kindergarten retention: Academic and behavioral
outcomes through the end of second grade."
Judy Helm,
29(1), 182-
American Educational Research Journal,
Sam Meisel:, and
198.
Sixth annual report of the
Maxwell, W.H. (1904).
Dorothy Strickland.
New York: New York City
superintendent of schools.
For additional information, contact
Board of Education.
NAEYC it 800-414-2460.
Meisels, S.J. (1993). "Failure in grade: Do students
50(2),
up?" Journal of Educational Research,
catch
69-77.
Pupil progress in the elementary
Moffit, F. (1945).
New York: University
schools of New York State.
COLORADO STATE BOARD OF EDUCATION
State Press.
Seated January 12, 1999
Nancarrow, J. (1951). "How can the school reduce
Gully Stanford
John Burnett
Clair Orr
National
the number of early school leavers?"
5th Congressional District
Chairman
1st Congressional District
Association of Secondary School Principals Bulletin,
35, 304-307.
4th Congressional District
Randy DeHoff
Natale, J. (1991). "Promotion or retention? Ideas are
cde
6th Congressional District
Patricia M. Chlouber
changingagain."
13(1), 15-18.
Executive Educator,
Vice Chairman
Patti Johnson
National Commission on Excellence in Education.
3rd Congressional District
2nd Congressional District
A nation at risk: The imperative for
(1983).
William J. Moloney
Ben Alexander
Washington, DC: U.S.
educational reform.
Commissioner of Education
Government Printing Office.
Member-at-Large
9
BESTCOPYAVAILABI
F
Third-Grade Literacy Accomplishments
Preventing Reading Difficulties in
Can point to or clearly identify specific
Combines information from multiple
Young Children (1998) and Starting Out
words or wordings that are causing
sources in writing reports.
Right: A Guide to Promoting Children's
comprehension difficulties.
With assistance, suggests and
Reading Success (1999) present highlights
Summarizes major points from fiction
implements editing and revision to
of literacy acquisition, sets of
and nonfiction texts.
clarify and refine own writing.
accomplishments that the successful
learner should exhibit by the end of each
In interpreting fiction, discusses
Presents and discusses own writing
of the primary grades. Although the
underlying theme or message.
with other students and responds
timing of these accomplishments will vary
helpfully to other students'
Asks how, why, and what-if questions
among children, they are the sorts of
compositions.
in interpreting nonfiction texts.
things that should be in place before
Independently reviews work for
entering the next grade.
In interpreting nonfiction,
spelling, mechanics, and presentation.
distinguishes cause and effect, fact and
Accomplishments for third-graders
opinion, main ideas and supporting
Produces a variety of written work
include:
details.
(e.g., literature response, reports,
Reads aloud with fluency and
"published" books, semantic maps) in
Uses information and reasoning to
comprehension any text that is
a variety of formats including
examine bases of hypotheses and
appropriately designed for grade level.
multimedia forms.
opinions.
Uses letter-sound correspondence
Infers word meaning from taught
knowledge and structural analysis to
The above excerpt is reprinted with
roots, prefixes, and suffixes.
decode words.
permission from Starting Out Right: A
Correctly spells previously studied
Reads and comprehends both fiction
Guide to Promoting Children's Reading
words and language patterns in own
and nonfiction that is appropriately
Success. Copies of the entire publication
writing.
designed for grade level.
are available from the National Academy
Press, 2101 Constitution Avenue, NW,
Begins to incorporate literacy words
Reads longer fictional selections and
Lockbox 285, Washington, DC 20055, (800)
and language patterns in own writing
chapter books independently.
624-6242, at a cost of $14.95 per book. The
(e.g., elaborates descriptions; uses
report is also available online at
Takes part in creative responses to texts
figurative wording).
<http:/ /www.nap.edu>.
such as dramatizations, oral
With some guidance, uses all aspects of
presentations, fantasy play, etc.
the writing process in producing own
compositions and reports.
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