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Kindergarten Retention

Kindergarten Retention. Doreen Oelke Megan Weerts Robin Wall. Purpose: To determine if retention in Kindergarten has an impact on MCA reading scores in grades 3, 6 & 8. Data. Quantitative MCA Reading Scores in Grades 3, 6 & 8 Qualitative Survey Monkey Retained Student

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Kindergarten Retention

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  1. Kindergarten Retention Doreen Oelke Megan Weerts Robin Wall

  2. Purpose:To determine if retention in Kindergarten has an impact on MCA reading scores in grades 3, 6 & 8.

  3. Data • Quantitative • MCA Reading Scores in Grades 3, 6 & 8 • Qualitative • Survey Monkey • Retained Student • Teacher Perception

  4. Academic Performance of Retained Students

  5. What the Research Says… • The problem with retention is that it is presumed that if a student repeats information, he or she will secure it, which will in turn, increase their achievement. This has not been proven to be the case. • Research showed that cognitively, kindergarten retention had no influence on the child’s literacy or math skill development. • Retention has not been shown to benefit students in either math or reading. Research shows that retained students lag approximately a half year behind their peers in these subjects in high school.

  6. Social-Emotional Effects of Retention Why were you retained? • “I was pretty shy.” • “Inadequate progress throughout the school year in the area of academics. Also struggled with recurring ear infections as a child which may have affected progress.”

  7. Did you benefit from the retention? “Absolutely. It was a great move. I ended up becoming more social and fit in better with the group of students I graduated with.” “More then likely - in the years an A and B average.” Did you have any negative experiences? “I did not, that I can recall.” “I didn't feel like I needed to be retained. I felt like I kept up with my classmates throughout my first year of K. My teacher mentioned retention to my parents in October of my first year of K - which seemed early to me. I made friends in both groups - one of my best friends was also retained.”

  8. What are your thoughts on retention now? “I support it if it is a team decision.” “I don't necessarily agree with my retention, but wouldn't be against my child being retained if need be.”

  9. What the Research Says… • One survey of children revealed that retention was viewed as only slightly less traumatic than experiencing a parent’s death or going blind. • Hong et al. suggests that retention did not bring any benefit to social and emotional development. Further discussions indicates that it is hard to know if low esteem in retained students was due to the retention, or because retained students are also low achievers and associated with being at-risk.

  10. Teachers Perception Regarding Retention “I would retain a student if they were young and struggling academically or didn't qualify for Special Ed and are struggling” –anonymous teacher “I look at the maturity of the child for 1 of the reasons as why I retain. Maturity needs time to grow as you can not teach maturity. This will help with making his/her better choices later down the road and also give the child time to be best prepared to handle different situations that could allow the child to be a better student. Another reason for retaining would be if the child is just not ready to be independent - decision making... completing papers... I don't always focus on the academics as my primary reason to retain. There are times when I do look at academics but usually maturity plays a role in learning academics.” – anonymous teacher

  11. What the Research Says…. • Statistical data in regards to who is retained showed that ethnicity, gender, household socioeconomic status and maternal IQ level, are all predictors for retention. (All out of the control of the teacher.) • Teachers rarely follow up on retained students throughout school years. • Intervention options need to be developed and students monitored closely. • Teachers lack the necessary training on current research and alternatives to retention.

  12. Suggestions for Future Actions • Better Data Tracking • Intensive Intervention vs. Retention • Professional Development in Evidence Based Intervention Programs • Ongoing Progress Monitoring of Students and Data Sharing with All Stakeholders • Knowledge of Recent Research Regarding the Effects of Retention • Community Promotion of School Readiness for All Students

  13. References • Hong, G., & Yu, B. (2008). Effects of Kindergarten Retention on Children's Social-Emotional Development: An Application of Propensity Score Method to Multivariate, Multilevel Data. Developmental Psychology, 44(2), 407-421. • Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of Math and Reading Achievement in Low-Achieving Children in Elementary School: Effects of Early and Later Retention in Grade. Journal of Educational Psychology, 104(3), 603-621. • Range, B. G., Holt, C. R., Pijanowski, J., & Young, S. (2012). The Perceptions of Primary Grade Teachers and Elementary Principals about the Effectiveness of Grade-Level Retention. Professional Educator, 36(1), 8-24. • Ritzema, A.,Shaw, S. (2012). Grade Retention and Borderline Intelligence: The Social-Emotional Cost, School Psychology Forum: Research in Practice, 6(1), 1-14. • Tingle, L., Schoeneberger,J., Algozzine,B., (2012) Does Grade Retention Make a Difference?, The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 85(5), 179-185. • Does Retention (Repeating a Grade)p Help Struggling Learners?. (2012). Marsico Institute for Early Learning and Literacy, University of Denver.

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