So If Retention Is So Harmful What Should We Do Teach
Below is a MRR and PLR article in category Reference Education -> subcategory Other.
If Retention Is Harmful, What Should We Do? Teach!
A Long-term, Systemic Solution
For decades, research consistently shows that grade retention, especially in the crucial ninth grade, strongly predicts whether a student will drop out (Edley, 2002). Retention worsens the achievement gap, with African-American and Hispanic students in Massachusetts being retained over three times more often than their white peers.
The Negative Effects of Retention
Research highlights the damaging impacts of retention (Anderson, Jimerson, and Whipple, 2002):
- Most students do not "catch up" after being held back.
- Initial improvements often fade in later grades.
- Retention significantly increases dropout rates; being held back twice makes dropping out almost certain.
- Sixth graders ranked retention as more stressful than losing a parent or going blind.
- Retained students often face more behavioral issues and experience lower self-esteem.
Many students give up because they feel abandoned by the education system. Even special education services tend to be reactive rather than preventative.
Moving Forward: Educational Interventions
Early identification of student needs and application of effective instructional strategies are essential (Anderson, Whipple, and Jimerson, 2002). However, teacher effectiveness varies greatly, impacting student achievement significantly (Sanders and Rivers, 1996). Effective teaching has been shown to produce remarkable improvements, with proficient intervention strategies resulting in significant progress among students who were previously struggling.
Enhancing Teacher Quality
Scientific research informs us about the learning process and effective interventions. Evidence-based methods have proven capable of substantial improvements, such as the National Institutes of Health study where intensive training for teachers led to significant gains in reading proficiency among third graders (Thomas, 2002). Unfortunately, these methods aren't uniformly applied in all schools.
To ensure high-quality teaching, teachers need sophisticated and evidence-based training. Continuous professional development should be a priority, especially in underperforming schools.
Investing in Professional Development
Investments should focus on improving teacher quality through comprehensive professional development and university-level teacher preparation programs. The National Staff Development Council (NSDC) emphasizes the importance of transforming staff development into serious learning experiences that are linked directly to student achievement.
Creating Systemic Change
Real change requires leadership that fosters a supportive learning culture. Transformational leadership at every level?"university, district, school, and classroom?"is crucial for implementing effective teaching methods.
Michael Fullan suggests that principals should focus on creating a transformational learning culture rather than just instructional leadership. Leaders should understand the dynamic process of educational change and support it effectively (Fullan, 2002).
Objectives for Reducing Retention
To significantly decrease retention rates, schools should:
- Implement research-based instruction across all classrooms.
- Develop comprehensive teacher training models.
- Cultivate leadership that supports teacher and student success.
We know what works; it's time to apply this knowledge universally. By enhancing teacher and leadership capacity, we can minimize retention and foster a more supportive educational environment.
Teachers and leaders deserve the tools and support necessary to succeed. By prioritizing high-quality professional development, we can fundamentally change the landscape and drastically reduce the need for grade retention.
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References are available at [CDL Resource Library](http://www.cdl.org/resource-library/articles/retention_solution.php?type=subject&id=17).
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