{"id":7203,"date":"2022-11-01T11:26:25","date_gmt":"2022-11-01T15:26:25","guid":{"rendered":"https:\/\/all4schools.org\/?p=7203"},"modified":"2022-11-21T13:08:31","modified_gmt":"2022-11-21T18:08:31","slug":"third-grade-reading-retention-no-longer-on-pause","status":"publish","type":"post","link":"https:\/\/all4schools.org\/2022\/11\/01\/third-grade-reading-retention-no-longer-on-pause\/","title":{"rendered":"Third Grade Reading Retention- No Longer on Pause"},"content":{"rendered":"

During the pandemic, states paused policies requiring third grade retention for students who have not attained reading proficiency on high-stakes, state reading exams. According to EdWeek<\/a>, these controversial policies are back but should they be permanently retired?<\/p>\n

The idea is that 3rd grade is a pivotal time for literacy instruction: After that year, reading demands across subjects get a lot bigger. Kids are expected to be able to read word problems in math, directions in science, primary sources in social studies.<\/em><\/p>\n

Research has borne out that it\u2019s harder for students to succeed if they\u2019re not proficient by 3rd grade.\u00a0One landmark study<\/a>\u00a0found that students who couldn\u2019t read on grade level by then were four times less likely to graduate high school on time than their peers who could.<\/em><\/p>\n

But whether\u00a0requiring\u00a0struggling students to repeat that 3rd grade year will lead to better results is a different and more complicated question. Research findings on the policy are mixed, and have to be weighed against the negative social and emotional consequences of holding students back a grade. Many studies show only short-term academic gains, while others demonstrate greater likelihood of adverse outcomes like bullying.<\/em><\/p>\n

Many states require evidence-based reading instruction (“the science of reading”) and use the state tests as the measurement of those instructional practices. But- as EdWeek points out, there is not a lot of research or evidence to back up mandatory retention policies and a closer examination of these policies is warranted.<\/p>\n

\u201cThough we might see them together in legislation, the science of reading has a very strong evidence base, and retention policies don\u2019t,\u201d Allison Socol, the vice president of P-12 policy, practice, and research for The Education Trust.<\/em><\/p>\n

\u201cI\u2019m very glad to see a growing conversation about making sure that all students have strong foundational skills early on, because we know how important that is,\u201d she said. \u201cBut the research is pretty clear that, particularly for students of color and other underrepresented student groups, that retention in the long run isn\u2019t effective\u2014and in fact can be harmful.\u201d<\/em><\/p>\n

In fact, research shows retention’s academic gains have a brief time horizon and fade quickly over time. Behavior issues associated with retention may also play a harmful role.<\/p>\n

Researchers have also found negative consequences for students who repeat an elementary grade\u2014students who are held back are more likely to be suspended<\/a>\u00a0in the next few years afterward, and students who are old for their grade are\u00a0more likely to be bullied or exhibit bullying behaviors<\/a>. There\u2019s an equity concern too: Black and Latino students are consistently more likely to be retained than white students.<\/em><\/p>\n

Certain studies show that there may be benefits with retention policies but only when states required schools to develop reading support plans for the retained students and to place those students with a highly effective teacher. This begs the question- was the benefit caused by the extra year or from the individualized supports the student received?<\/p>\n

The message resonates with Hiller Spires, a professor emerita of literacy and technology at North Carolina State\u2019s College of Education…\u201cIf you just keep a kid back, and there are no customized supports, whatever happened that didn\u2019t make a kid successful is going to happen again,\u201d Spires said.<\/em><\/p>\n

North Carolina\u2019s new reading law, passed in 2021, requires districts to adopt more detailed intervention plans for struggling students. This, along with state-provided training for teachers and reading specialists in each district could make retention more effective, Spires said.<\/em><\/p>\n

\u201cI would be optimistic, but at the same time, I don\u2019t think that retention is the answer,\u201d she said, citing the possibility of unintended consequences like emotional difficulties and low self-esteem.<\/em><\/p>\n

In the end, it\u2019s hard to pull apart the factors that led to improved achievement. Take a 2019 study, where English learners in Florida saw big gains after 3rd grade retention. Those retained students received at least 90 minutes of daily, targeted reading instruction from high-performing teachers.<\/em><\/p>\n

\u201cThe question that this study raises for me is, was it being held back, or was it the targeted reading intervention?\u201d asked Socol of EdTrust.<\/em><\/p>\n

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Read more about mandatory retention policies and related studies in EdWeek.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

During the pandemic, states paused policies requiring third grade retention for students who have not attained reading proficiency on high-stakes, state reading exams. 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