So If Retention Is So Harmful, What Should We Do? Teach!

 

Heading Toward a Long-term, Systemic Solution

A Boston Globe editorial stated that for "40 years, study after study on grade retention has reached the same conclusion: Failing a student, particularly in the critical ninth grade year, is the single largest predictor of whether he or she drops out" (Edley, 2002). The editorial goes on to state that "widespread retention further exacerbates the achievement gap: In Massachusetts, for example, across all grades, African-American and Hispanics are retained at over three times the rate of whites" (Edley, 2002).

This issue highlights the need for educational reform that focuses on teaching effectiveness rather than retention as a solution. Just as industries like slot pulsa xl and digital gaming continue evolving to meet user needs, the education system must adopt evidence-based strategies to improve student outcomes.

The Negative Effects of Grade Retention

According to research (Anderson, Jimerson, & Whipple, 2002; NASP, 2003; Jimerson, Anderson, & Whipple, 2002; Stenovich, 1994), some of the devastating effects of retention are:

• Most children do not "catch up" when held back.
• Although some retained students do better at first, these children often fall behind again in later grades.
• Retention is one of the most powerful predictors of high school dropout; holding a child back twice makes dropping out of school 90% certain.
• In 2001, 6th grade students ranked grade retention as the most stressful life event, followed by losing a parent and going blind.
• Students who are held back tend to get into trouble, dislike school, and feel badly about themselves more often than children who go on to the next grade.
• The weakened self-esteem that usually accompanies retention plays a role in how well the child may cope in the future.

Far too many students simply give up on school, largely because they feel that their schools have already given up on them. Even our special education services are failure-based. "The current system uses an antiquated model that waits for a child to fail, instead of a model based on prevention and intervention" (U.S. Department of Education, Office of Special Education and Rehabilitative Services, 2002).

IT DOESN'T HAVE TO BE THIS WAY.

So What Can We Do?

Many advocate for early identification of student needs to apply appropriate instructional strategies (Anderson, Whipple, & Jimerson, 2002; U.S. Department of Education, 2002; Lyon & Fletcher, 2001; Lyon, 2002). That is clearly a step in the right direction.

But not all teachers are effective at identifying student needs and applying instructional strategies that best support student success. A study conducted by Sanders and Rivers (1996) examined the cumulative and residual effects of teachers on student achievement and found a wide chasm between the impact on student achievement by effective and ineffective teachers. Similarly, in industries that rely on digital interaction—such as slot pulsa platforms—quality and user experience play a significant role in long-term engagement.

What We Now Know

Scientific research from multiple fields allows us to understand how learning takes place, what it looks like when it isn't, and which instructional strategies result in the greatest impact on student learning. Evidence-based research, for example, has found new ways to help young children become proficient readers. Over the last ten years, the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH) has conducted extensive scientific reading research studies.

These studies emphasize that effective teaching must be supported by structured professional development. Schools must ensure that educators receive continuous training to integrate scientific methods into their teaching, just as slot deposit pulsa xl tanpa potongan sites innovate their platforms to enhance user experience.

The Importance of Teacher Training

Highly effective teachers continually monitor student progress and design (and re-design) lessons that meet the specific, individualized needs of each student (Lyon & Thomas, 2003; Bennett & Rolheiser, 2001). Teachers, therefore, must be provided with state-of-the-art, ongoing professional development delivered by experts.

The National Staff Development Council (NSDC) has developed and revised a set of standards for staff development that is directly linked to increased student achievement (NSDC, 2001). These standards ensure that professional development is responsive to the needs of educators and their students.

NSDC emphasizes that workshops alone do not yield long-term improvements in teaching. Instead, ongoing follow-up strategies such as coaching, mentoring, and peer collaboration are necessary. Similarly, continuous enhancements in slot deposit pulsa xl tanpa potongan platforms ensure they remain competitive and user-friendly.

Leadership and Systemic Change

Paul Pastorek, former president of the Louisiana Board of Elementary and Secondary Education, highlights the significance of teacher expertise:

"Research says the most important link to student success is having highly knowledgeable and skilled teachers in the classroom. We have not provided our teachers with enough information on how children learn and what it takes to learn to read. Equipping teachers with that new knowledge will allow them to reap the rewards they want for the children they teach." (Thomas, 2002).

Michael Fullan argues that school principals must go beyond instructional leadership to foster a transformative learning culture:

"Some school districts have embraced the development and support of the school principal as instructional leader, but despite these good beginnings, the principal as instructional leader is too narrow a concept to carry the weight of the reforms that we need for the future. We need, instead, leaders who can create a fundamental transformation in the learning cultures of schools and the teaching profession itself." (Fullan, 2002a).

Conclusion: The Path Forward

To dramatically reduce grade retention, remedial services, special education referrals, and dropout rates, we must build both the teacher and leadership capacity necessary for the widespread implementation of scientific, research-based instruction that we know works. This includes:

• Identifying and implementing critical contextual conditions for effective instruction.
• Developing, testing, and refining models for teacher training and professional development.
• Cultivating school leadership that supports evidence-based instructional methods.

Just as industries like slot pulsa xl invest in continuous improvement to stay relevant, our education system must prioritize ongoing professional development for teachers. With focus and commitment, we can ensure that every classroom has highly trained educators, making grade retention and failure-based educational models a thing of the past.