Holding kids back does more harm than good, but what can be done to help?
Laura Link, associate professor of teaching & leadership at the University of North Dakota, says alternative strategies can bring positive change.
Dr. Laura Link is the co-author of Cornerstones of Strong Schools: Practices for Purposeful Leadership and author of several articles, book chapters, and professional papers on school leaders, grading, and classroom assessments. She currently serves as Associate Professor of Teaching & Leadership and Graduate Director of the Master of Science in Teaching & Leadership program at the University of North Dakota and has won many awards for her community engagement.
Dr. Link formerly served as Associate Dean of the College of Public Service at the University of Houston-Downtown and in various K-12 central office and school-based leadership roles such as Chief Academic Officer, Assistant Superintendent, Professional Development Director, and more. She has taught elementary, middle, high school and college students in her 34 years in the education profession. While Dr. Link was Assistant Superintendent of Teaching & Learning in Memphis, TN, she was 1 of 7 administrators charged with leading the largest school district merger in United States’ history.
Holding Kids Back Does More Harm Than Good
Grade retention policies are increasing, with 26 U.S. states now holding students back if they fail standardized 3rd grade reading tests. This has reignited discussions about the consequences of grade retention.
Research indicates that holding kids back costs U.S. taxpayers $18 billion every year and often has negative effects.
A multiyear study found that students held back in early elementary grades showed lower year-end reading scores compared to promoted peers, with this gap persisting through middle school.
Research also shows that retained students experience increased feelings of shame and alienation that continue into adolescence, along with lower self-esteem and more anxiety. Retained students are 60% less likely to graduate high school.
Given these findings, researchers have identified alternative strategies to improve reading outcomes before and during third grade. One key approach is regular classroom-based evaluations of students’ academic performance. When teachers consistently assess and adjust their instructional methods based on student results, it can lead to significant improvements in reading outcomes.
Another evidence-based strategy involves separating students’ behavior, like effort and participation, from academic performance in the gradebook. This provides a more accurate picture of students’ actual reading skills and areas for improvement.
Studies also highlight the critical role of enhanced teacher training focused on such strategies.
These research-backed practices not only benefit individual students but can also reduce the financial and emotional costs associated with holding kids back.
Read More:
[The Conversation] – Why holding kids back fails − and what to do about it
[The Conversation] – Every teacher grades differently, which isn’t fair
Leave a Reply