Retention? Diane Burns Diane Shaulis Theresa Ories

True/False Discussion Discuss the results of the Retention Survey Discuss the results of the Retention Survey

What is Retention? According to Webster, to Retain is: According to Webster, to Retain is: to keep in possession or use to keep in possession or use to keep in one's pay or service to keep in one's pay or service to keep in mind or memory: remember to keep in mind or memory: remember According to Peterson and Hughes (2011), retention is a common practice in schools today, and have been used for over 100 years. It is the act of placing a student in the same grade for a second year. According to Peterson and Hughes (2011), retention is a common practice in schools today, and have been used for over 100 years. It is the act of placing a student in the same grade for a second year.

Students at high risk of being retained… Tend to be boys Tend to be boys Tend to be young and immature Tend to be young and immature Tend to be Hispanic or African American Tend to be Hispanic or African American Show developmental delays, attention, behavioral or emotional problems Show developmental delays, attention, behavioral or emotional problems Tend to be Ell’s Tend to be Ell’s Have changed schools often Have changed schools often Tend to live in poverty Tend to live in poverty Tend to have non-supportive families Tend to have non-supportive families

Interactive Learning Activity Get into a group of 3 Get into a group of 3 Read the scenario and be prepared to discuss and answer the questions on retention. Read the scenario and be prepared to discuss and answer the questions on retention. Would you retain the student or not? Would you retain the student or not?

Student 1 1 st grade boy 1 st grade boy Has average potential Has average potential Is a half year below grade level in reading Is a half year below grade level in reading Has only mastered sums through 8 Has only mastered sums through 8 Completes work in the morning, but is unable to complete work in the afternoon Completes work in the morning, but is unable to complete work in the afternoon Has average motivation Has average motivation First school experience was kindergarten First school experience was kindergarten Is extremely immature Is extremely immature Cries whenever something new is introduced Cries whenever something new is introduced Is receiving reading recovery and making gains Is receiving reading recovery and making gains Has difficulty relating to classmates Has difficulty relating to classmates

Student 2 Is a third grade girl Is a third grade girl Has below average potential Has below average potential Is reading on a beginning of the second grade level Is reading on a beginning of the second grade level Math skills are on the beginning of a third grade level Math skills are on the beginning of a third grade level Has low motivation; seems disinterested in math and reading Has low motivation; seems disinterested in math and reading Unable to complete the work required of third graders Unable to complete the work required of third graders Complains that school is too hard Complains that school is too hard Is socially/emotionally developed Is socially/emotionally developed Is one of the largest girls in third grade Is one of the largest girls in third grade

Student 3 Is a ELL kindergarten student Is a ELL kindergarten student First school experience was pre-k First school experience was pre-k Receives daily interventions and is making small gains Receives daily interventions and is making small gains Delayed speech Delayed speech Has a sibling entering kindergarten next year Has a sibling entering kindergarten next year Is switching schools this year Is switching schools this year Is a child of a single parent Is a child of a single parent Will be attending summer school Will be attending summer school Is average size for kindergarten Is average size for kindergarten Unable to identify numbers through 20 Unable to identify numbers through 20 Is being considered for IEP for speech and language Is being considered for IEP for speech and language

Positive Effects The positive effect of school retention is that it gives students who are truly behind developmentally a chance to catch up. The positive effect of school retention is that it gives students who are truly behind developmentally a chance to catch up. Those type students will begin to thrive once they are developmentally on level. Those type students will begin to thrive once they are developmentally on level. Being in the same grade two years in a row can also provide a student with some stability and familiarity especially when it comes to the teacher and the room. Being in the same grade two years in a row can also provide a student with some stability and familiarity especially when it comes to the teacher and the room.

Negative Effects According to Jimerson, Woehr, and Kaufman (2007), the body of research on retention indicates that: According to Jimerson, Woehr, and Kaufman (2007), the body of research on retention indicates that: Retained students are more likely to experience problems Retained students are more likely to experience problems Students who were retained are 5-11 times more likely to drop out of school Students who were retained are 5-11 times more likely to drop out of school For most students grade retention has a negative impact on all areas For most students grade retention has a negative impact on all areas

Negative Effects Cont. According to Silberglitt, Jimerson, Burns and Appleton (2006), longitudinal research also has failed to demonstrate an overall positive effect for grade retention as an intervention. Generally speaking, research has not supported retention and suggested negative effects. According to Silberglitt, Jimerson, Burns and Appleton (2006), longitudinal research also has failed to demonstrate an overall positive effect for grade retention as an intervention. Generally speaking, research has not supported retention and suggested negative effects. Grade retention has negative effects on the following… Academic achievement Academic achievement Social development Social development Attitude towards school Attitude towards school

How Students Might Feel about being Retained 5 th grade students feelings about being retained 5 th grade students feelings about being retained 3rd grade students feelings about being retained 3rd grade students feelings about being retained 2 nd grade students feelings about being retained 2 nd grade students feelings about being retained 1 st grade students feelings about being retained 1 st grade students feelings about being retained

Alternatives to Retention? Parental involvement through contact with the school and teachers. Parental involvement through contact with the school and teachers. Jimerson, Woehor, & Kauffman state “by working together, parents and educators can discuss and identify specific strategies to help ensure the educational success of your child” (2007). Jimerson, Woehor, & Kauffman state “by working together, parents and educators can discuss and identify specific strategies to help ensure the educational success of your child” (2007). School programs that provide support. Examples: title 1 services, interventions in school, Bridges, tutoring and summer school. School programs that provide support. Examples: title 1 services, interventions in school, Bridges, tutoring and summer school. Extracurricular activities: soccer, karate, dance, etc. Extracurricular activities: soccer, karate, dance, etc. School based mental health programs. School based mental health programs. Family support at home. Example: CARING! Family support at home. Example: CARING! Kindergarten waiver Kindergarten waiver

How Can We Help As Teachers? Since research fails to support retention and social promotion, it is important that school implement strategies that help and support at-risk students. Since research fails to support retention and social promotion, it is important that school implement strategies that help and support at-risk students. According to Jimerson, Woehr, and Kaufman (2007), teachers can help by: According to Jimerson, Woehr, and Kaufman (2007), teachers can help by: Implementing effective research-based teaching strategies that enhance student success Implementing effective research-based teaching strategies that enhance student success Identifying learning and behavior problems early Identifying learning and behavior problems early Discussing concerns and ideas with parents and other educational professionals at the school Discussing concerns and ideas with parents and other educational professionals at the school Providing structured activities and guidance for parents or other adults to work with the child to help develop necessary skill Providing structured activities and guidance for parents or other adults to work with the child to help develop necessary skill Seeking assistance from other educational professionals who may be part of a multidisciplinary student support team Seeking assistance from other educational professionals who may be part of a multidisciplinary student support team

Bibliography Anderson, G. E., Whipple, A. D., Jimerson, S. R. (2002). Grade retention: Acheivement and mental health outcomes. National Association of School Psychologists. Anderson, G. E., Whipple, A. D., Jimerson, S. R. (2002). Grade retention: Acheivement and mental health outcomes. National Association of School Psychologists. Jimerson, S.R., Pletcher, S.M., and Kerr, M. (2005). Alternatives to grade retention. Counseling Jimerson, S.R., Pletcher, S.M., and Kerr, M. (2005). Alternatives to grade retention. Counseling Jimerson, S.R., Woehor, & Kauffman. (2007). Grade retention and promotion: Information for parents. National Association of School Psychologists. Jimerson, S.R., Woehor, & Kauffman. (2007). Grade retention and promotion: Information for parents. National Association of School Psychologists. National Association of School Psychologists. (2011). Grade retention and social promotion (position statement). Bethesda, MD: Author. National Association of School Psychologists. (2011). Grade retention and social promotion (position statement). Bethesda, MD: Author. Peterson, L. S., & Hughes, J. N. (2011). The differences between retained and promoted children in educational services received. Psychology In The Schools, 48(2), doi: /pits Peterson, L. S., & Hughes, J. N. (2011). The differences between retained and promoted children in educational services received. Psychology In The Schools, 48(2), doi: /pits Silberglitt, B., Jimerson, S.R., Burns, M.K., & Appleton, J.J. (2006(. Does the timing of grade retention make a difference? Examining the effects of early versus later retention. School Psychology Review, 35 (1), Silberglitt, B., Jimerson, S.R., Burns, M.K., & Appleton, J.J. (2006(. Does the timing of grade retention make a difference? Examining the effects of early versus later retention. School Psychology Review, 35 (1),