When making a decision about whether to allow your child to be held back, discuss it with your child, find out what special support your child will be receiving to ensure that he/she makes progress on weak skills. Are there plans for moving your child forward if and when he/she makes progress?

Other questions to consider and ask your child and your child's school.

• How long have you known that your child was having serious problems?



• What has been done so far by the school to address those problems?



• What kind of progress has been made so far?



• Has there been any diagnostic testing that identifies specific achievement strengths and weaknesses?



• Can the school to provide before and/or after school programs that offer additional time to complete assignments and that are designed to meet your child's individual interests and needs?



• Can the school provide a tutor, a mentor and/or an advocate for your child who will provide additional support for learning?



• Can the school provide additional resources, including, computers and learning software to help your child build computer skills and reinforce learning?

Things to do at home:

• Before visiting the school make a list of all things you would like to discuss with the teacher, (include your child's strengths and weaknesses);



• Become a part of your children's "homework experience" on a daily basis;



• Help your child develop self-discipline by making completion of daily homework their most important task-even if homework is done after other chores;



• Set a daily reading time;



• Ask your children to share with you their feelings about their teachers, the school itself, classroom assignments and their classmates; and




• Make an appointment with the teacher to discuss your child's progress.

When you meet with the teacher, include the following in your discussion - -

• Your child's strengths and weaknesses;



• Your child's performance and behavior at home and school;



• Your child's attitude about school, his/her class, and the teacher;



• Your child's punctuality and attendance;



• Your child's need for any special help;



• Your child's afterchool interests and things you know work best in motivating him/her;



• Ask if your child allotted enough time to successfully complete homework assignments, and are all assignments current.

What does educational research tell us about retention:

• Many studies indicate that retention does not increase academic achievement, unless students receive specific supports that address their deficit areas
(Hauser, 1999; Norton, 1990; Walters & Borgers, 1995).


• Retained students can suffer lower self-esteem and often view retention as a punishment and a stigma, not a positive experience designed to help them (Norton, 1990; Robertson, 1997; Shepard & Smith, 1989).
  
  

Where to go from here?

The most important thing to remember is to help get your child the kind of support he/she will need to succeed.

References:

Center for Evaluation, Development and Research. (1992). Retention In Grade: Looking for alternatives. Washington, DC: CEDR.

Harrington-Leuker, D. (1998). "Retention vs. Social Promotion," The School Administrator, 55(7), 6-12.

Hauser, R.M. (1999). Should We End Social Promotion? Truth and Consequences. Summaries of major research findings from papers commissioned by the Civil Rights Project at Harvard University.

Norton, M.S. (1990). "Practical Alternatives to Student Retention," Contemporary Education, 61(4), 204-208.

Reynolds, A., Temple, JH., And McCoy, A. (1997, September 17). "Grade Retention Doesn't Work: Three Reasons Why and What Should Be Tried Instead," Education Week, (17)3, 36.

Robertson, A.S. (1997). When Retention Is Recommended, What Should Parents Do? (ERIC Digest) Champaign, IL, ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction No. ED408 102).

Shepard, L.A., and Smith, M.L. (1989). Flunking Grades: Research and Policies on Retention. London: Falmer Press.

Walters, D.M., and Borgers, S.B. (1995). "Student retention: Is it effective?" School Counselor, 42(4), 300-310.

*** This page was last updated 4/10/2000.                Comments?   E-mail us at equity@maec.org.