Problem Statement
A major problem in the US schooling system is the reluctance towards change and letting go of past practices that have proven to be ineffective and counter-productive. One such practice is grade retention, which can negatively influence not just student attendance but also behaviors and attitudes. Current research confirms the popularity of grade retention in K-12 in the US education system. While, accurate data on student retention rates is unavailable, grade retention perception amid school staff and teachers is contentious due to varied results (Moore, 2017; Clotfelter, Hemelt & Ladd, 2016). In line with Jimerson (2001; as cited in Barata et al, 2015) along with Shepard and Smith (1990; as cited in Barata et al, 2015) grade retention happens to be an ineffective tool and an unconstructive teaching strategy. They add that the changes at state and federal level together with several regulations to cut this practice down, have nudged neither the perceptions nor the practice. Other countries too have found similar barriers to change. For instance, researchers from the National Center for Education Statistic (2009; Barata et al., 2015) found, “In Europe, retention rates vary significantly between countries, from 2% to 22.4% in primary education and in the United States, about 10% of students are retained between kindergarten and eighth grade” (p. 149).
Moreover, research has proven that retention has negatively influenced students not just in their academic achievements but also their social life. This is especially true when one compares their data with their promoted peers (Shields-Proctor, 2017). Moreover, the problem spreads from struggling students at the kindergarten level, to teachers who also struggle to meet rigorous demands and standards of accountability. In a recent study, Repko-Erwin (2017) found, “Kindergarten teachers...
Repko-Erwin, M. E. (2017). Was kindergarten left behind? Examining U. S. kindergarten as the new first grade in the wake of No Child Left Behind. Global Education Review, 4(2), 1-17. Retrieved from: http://ger.mercy.edu/index.php/ger/article/view/324
Shields-Proctor, C. A. (2017). The relationship between mandatory 3rd grade retention and school performance in Florida. Retrieved from: http://search-proquest.com/openview/36c008f0662090c5d3f68569cc016/1?pqorigsite&cbi=18750&
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