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What Parents
Should Know About Retention
This information is taken from the
Center for Applied Research in Education
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Retention of a
student's grade placement is a very
difficult decision for both parents and
educators. When parents are first
presented with this suggestion by the
school, they may become overwhelmed and
confused. If parents are presented with
this option, great care would be taken
in examining all the variables that will
affect the outcome.
Present research seems somewhat divided
about the use of such an educational
alternative. Some studies have shown
that the greatest success dramatically
decreases, as children grow older. Other
studies indicate that if retention is
exercised as an option in kindergarten
and first grade, boys seem to benefit
most. This result seems to support the
developmental pattern of a more advanced
social and academic maturity in girls.
If there is evidence of a learning
disability, retention should not be
considered as an option. Children who
have been diagnosed, as having learning
disabilities should instead receive
alternate educational support. It has
been found that children with learning
disabilities, who have been retained, do
not find greater success with the extra
year of developmental gain or repetition
of material. Instead, research finds
those children with learning
disabilities actually have continued
difficulty in the very same areas, and
instead need to learn specialized
"tools" through special educators or
educational therapists. |
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The
following factors should be taken into
consideration prior to the final action. |
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1. |
Present Grade Placement - The
greatest change for retention to work is in kindergarten or
first grade. By the time children are in fourth or fifth grade,
the chances for success decrease dramatically. |
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2. |
No Learning Disabilities - This can
be diagnosed through testing by the school psychologist at the
District or privately through child psychologist's testing and
working together with the teacher and school in a "Team Effort". |
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3. |
Age of the Child - Children who are
younger than their classmates will experience fewer problems
with retention. Children who are one or two years above their
classmates may have more serious adjustments to this action. |
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4. |
Brothers and Sisters - Children
without siblings seem to make a better adjustment when repeating
a grade. Others with brothers or sisters in the same grade or
one year below find retention much more difficult. Children in
this category find the experience ego deflating; they feel a
loss of familial status. |
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5. |
Attendance - The more times a child
is out of school, the greater the reason for retention. Children
who are ill and miss over 25 days of school are prime
candidates. This is especially important in the early grades
where the foundations of reading and basic skills taught. Some
children with excellent attendance are less suitable candidates. |
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6. |
Intellectual Ability - Children
having average intelligence have the better chance of success
with retention. Those with below average (lower 2%-10%) or
superior ability (upper 2%-10%) tend to have more difficulty.
Children who fall into these categories may be having
difficulties in school for other reasons (emotional trauma,
retardation, etc...) which would not be addressed by retention. |
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7. |
Physical Size - Children who are
smaller in stature make better candidates. Those who are
physically larger than their present classmates will have more
problems when retained. |
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8. |
Gender - Boys in Kindergarten and
first grade make the best candidates. After fourth grade, both
boys and girls will have little chance of success when it comes
to retention. |
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9. |
Present Classroom Performance -
Students who are performing one year behind in most academic
subjects may find retention a help. Those who are more than two
years behind may need an alternate program such as special
education classes or a resource program. |
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10. |
Present Emotional State - Children
who do not exhibit any signs of serious emotional difficulties
(impulsivity, nervous habits, distractibility, unwillingness to
reason, and tantrums) have a better chance when retained.
Children who exhibit serious emotional concerns should not be
considered for retention; however, other educational options
should be explored. |
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11. |
Parent's Attitude About Retention -
This factor is CRUCIAL. Children will have the best chance of
adjusting to retention when their parents see it as a positive
step. Frustrated, angry and disappointed parents will negate any
chance of success with retention. |
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12. |
Number of Schools Attended -
Children who have attended several schools within their first
two years of school will have less success with retention. |
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13. |
Attitude - Children
who see retention as an opportunity to "catch up" will have a
better chance of success. Children who become very upset,
exhibit denial about poor performance, or show indifference may
have greater difficulty. |
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The above factors
are offered as a general guide for parents to follow. There may
be other factors that should be considered as well. Regardless,
parent input into this decision is crucial. |
