GRADE RETENTION

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Grade Retention

Rejection strikes fear into the hearts of many. Being passed over for a job, not being
accepted into a university, or being picked last for kickball creates that gut wrenching feeling
which paves the way for future doubts. Both social and academic hierarchies are established in
elementary school, and these pressures to excel can weigh on young students. School systems in
America struggle with issues regarding an appropriate environment for student achievement, and
grade retention is a core concern in this area. While popular opinion suggests grade retention is a
suitable response to struggling students, some believe that it has more negative effects than most
people realize. This paper will discuss the value of grade retention in terms of academics and
psychological awareness, and why grade retention should only be considered as a last resort.
The questionable component of grade retention is whether or not it benefits a students
academic achievement. Traditionally, if someone is not up to a certain standard academically,
then he or she will repeat the current grade. The belief is that repeating a grade will serve as a
review for a struggling student, so it should be easier the second time around. The puzzling
aspect of this philosophy is if a student does not understand a concept initially, would they
understand it by simply hearing it again? Forcing information into a child is not always
beneficial, and can have the opposite effect. David (2008) explains that most studies show little
difference between students of the same age who were either held back or promoted to the next
grade, and the differences primarily benefited promoted students over those held back. Evidence
supports promotion over retention, but at some point there has to be a limit of how far behind a
student can be in order to be promoted.
The psychological effects of grade retention are just as, if not more important than the
academic effects. No evidence is necessary to know that being held back a grade is humiliating

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to a person, regardless of age. People tend to forget the social repercussions of grade retention
and how it has consequences on a psychological level as well as academic. Goldman (2007)
states, Being removed from peers with whom they have formed a relationship appears to hinder
their development rather than foster positive growth. Some students might be so embarrassed
about being held back that they cant focus on their studies. Goldman (2007) also suggests that
retention can damage confidence and lead to discipline problems. These are minor effects that
can snowball into major issues for students, as they grow older. If teachers think a student might
need to be retained, then they should consider all of the possible effects it might have on that
student.
There is no clear answer for handling struggling students. Goldman (2007) points out
that even proponents of grade retention do not see it as a useful tool for student success. It is a
high risk, low reward option, but so is promotion. Either side offers no guarantees for success.
David (2008) recognizes that when looking at the issue of grade retention, we should be focusing
on how to get students caught up before committing to a verdict of such magnitude. Instead of
debating whether or not to hold a student back, coming up with alternate solutions would be a
better use of our time. Bethesda (2011) provides a tiered model of support for struggling
students, including a suggestion of retention based on specific subject matters, and not holding
students back completely. The most important factor is detecting a struggling student as early as
possible, then exhausting all resources to aid that student before considering retention.
Rejection hurts, and no one wants any part of it, but that does not stop it from existing.
When students fail, they do not just fail themselves. They see it as a failing their family and
friends, and that seed of doubt can linger for a lifetime. No one wants to be picked last for
kickball, so we need to make sure it does not happen for our students.

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References

Bethesda. (2011). Grade retention and social promotion. National Association of School
Psychologists, 3-4. Retrieved from
http://www.nasponline.org/about_nasp/positionpapers/WhitePaper_GradeRetentionandSo
cialPromotion.pdf
David, J. (2008). What research says about / grade retention. Reaching the Reluctant
Learner,65(6), 83-84.
Goldman, J. (2007). Article #2. Current Issues and Trends in Education, 137-140.