I think that it sounds simple enough – the idea that if a student does not perform up to their grade level, they will be retained. The intention is for the student to repeat the grade s
o he can increase the skills he needs before going on. But on the other hand, many parents insist on moving a student up to the next grade level, regardless of academic scores because of the stigma and overall negative mind-set attached to being held back. The majority of opponents to retention simply feel that holding a child back is harmful to a child’s self esteem. In the long run they feel as though many students will develop negative attitudes towards teachers and school and drop out of school. Challengers of social promotion argue that even though retention may upset a child for a while, social promotion will fail to uphold self esteem if it places the student in a class where they cannot keep up. I personally don’t think there is an easy solution to this problem. I am really straddling the fence right now because I think that it is probably best to handle each case on an individual basis. Everyone has to be involved – the parents (especially the parents), the teachers, the counselors, administrators, etc. in order to make sure that goals and objectives are outlined and interventions or a plan of action is put into place to ensure student success.
o he can increase the skills he needs before going on. But on the other hand, many parents insist on moving a student up to the next grade level, regardless of academic scores because of the stigma and overall negative mind-set attached to being held back. The majority of opponents to retention simply feel that holding a child back is harmful to a child’s self esteem. In the long run they feel as though many students will develop negative attitudes towards teachers and school and drop out of school. Challengers of social promotion argue that even though retention may upset a child for a while, social promotion will fail to uphold self esteem if it places the student in a class where they cannot keep up. I personally don’t think there is an easy solution to this problem. I am really straddling the fence right now because I think that it is probably best to handle each case on an individual basis. Everyone has to be involved – the parents (especially the parents), the teachers, the counselors, administrators, etc. in order to make sure that goals and objectives are outlined and interventions or a plan of action is put into place to ensure student success.
3 comments:
And defining student "success" is the tric, isn't it? What is competent learning? Is it different for one person compared to another? What are the measures of competency being used for promotion?
Individualized approaches to students who are being considered for social promotion or retention is admirable. When there are differing points of view which party had the greater authority to make the final decision?
I have seen sitautions where students were recommended for retention but when the parents objected, got he local Board of Education involved in a very polarized way, the recommendation of the professional educators (teachers, administrators, counselors) was overturned.
So, why would the school system invest in individualized approaches if parents and local boards, usually made up of citizens but not professional educators, will override their recommendations?
I agree, Marcy; the individualized approach is almost always more favorable than generalized ones. Unfortunately, educators do not have the time, resources, and probably the desire to implement such individualized approaches. I think it is also interesting that you bring up the notion of authority playing into the final decision of who is promoted and who is not. I also think it is unfortunate that schools are often "muscled" by school boards and parents into promoting students who are simply not ready to go on to the next grade. The presence of this fear refutes any arguments for individualized approaches and thus perpetuates the use of a one-size-fits all approach to education.
Good questions Marcy. How do we define student success? And can anything else be done for students who don't meet standards? I don’t feel as though turning them back into their regular classroom with 30 students is the best answer. And just as important, what can be done for teachers who are unwilling or simply don't meet students where they are and then carry them forward to where they ought to be? I think that we all recognize that student responsibility and teacher effectiveness are both necessary for student success.
I am personally very much against retaining students at grade level, if implemented by a failing school as a stand-alone solution for student under-achievement. Because the scenario could certainly be that the student has failed to achieve, but also at play is the notion that the school itself has failed to deliver. Ultimately, I feel as though when an instructional program is effective, when TIMELY intervention procedures are in place, and when the school's classroom cultures are consistent and student-centered, then, and only then, may retention become a tool of last resort.
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