Grade retention, a practice that requires students to repeat a grade level if they fail to meet certain academic standards, has been in place since the 19th century.
While some studies have pointed to potential benefits, concerns about its negative impact on students' social, emotional, and educational development have been raised since the 1930s.
This article examines the drawbacks of grade retention and proposes alternative strategies to support struggling school children.
Research indicates that grade retention can have long-lasting negative effects on students.
For example, a study conducted in the US showed a 60 per cent increase in the risk of high school dropout for students who experienced retention in their early years of education. Lower academic expectations, reduced odds of attending post-secondary education, and lower high school graduation rates are also associated with grade retention. These findings highlight the need for educators to consider the socio-emotional and learning outcomes when deciding whether to retain a student.
Education experts have criticised grade retention as an outdated approach that fails to address the individual differences and progress of students.
Instead of simply holding a student back a grade and teaching the same material in the same way, it is essential to explore alternative strategies to support their academic growth.
Moving students up to the next grade without additional support is not a suitable solution. However, there are various effective alternative approaches that schools should consider.
Supplemental strategies such as tutoring, pull-out programmes, push-in programmes, small reading groups, and peer reading practice have shown promising results. Additionally, evidence-based programmes like reading recovery have proven successful in enhancing reading and writing skills.
In the 21st century, schools should adopt a student-centric approach to education. This means acknowledging and accommodating the diverse learning styles and needs of students.
Instead of expecting students to conform to a standard set by authorities, educators should focus on teaching in ways that cater to individual learning preferences. By embracing innovative practices and utilising the range of options available, schools can better support struggling students and promote long-term academic progress.
Grade retention, an outdated practice that requires students to repeat a grade level, has been found to have numerous negative effects on students' educational achievement and outcomes. Instead of adhering to this flawed approach, it is crucial for educators to consider alternative strategies that provide personalised support to struggling students.
By adopting a student-centric approach and utilising effective supplemental programmes, schools can better equip students for success and ensure their progress in the 21st century.
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