Tuesday, November 5, 2024

Md. seeks comment on 3rd-grade reading retention

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From a press release:

The Maryland State Department of Education (MSDE) seeks public comment on a Draft Literacy Policy that will guide efforts to improve outcomes for all students.

“This initiative aims to enhance data-driven literacy standards and practices across the state, ensuring every student receives a strong foundation in literacy,” said Dr Carey M Wright, state superintendent of schools. “Feedback from educators, families, and community members is crucial in shaping this policy to meet our students’ needs best.”

The proposed literacy policy, drafted by the Office of Teaching and Learning and the Literacy Programs and Initiatives Branch, with support from national policy organizations, is based on a review of the latest literacy research and policies in other states.

The public is invited to review the draft policy and share suggestions through the online Draft Literacy Policy Feedback Survey by Friday, July 19.

The draft policy will be presented during the State Board of Education meeting on Tuesday, July 23.

Editorial

Based on outdated data, several states in the US allow or require students who fail a reading test in third grade to be held back. In Michigan, though, a law was passed and signed in March 2023 that removed the requirement to hold students back in third grade.

2019-20 data from the National Council of State Legislatures

“Today, we are taking action to put power back into parents’ hands so they can work with their child’s teachers and make decisions that are best for their family,” the Detroit Free Press quoted Gov Gretchen Whitmer as saying. “Getting this done will offer parents more flexibility and ensure educators can focus on doing what they do best — helping students reach their full potential.”

Full disclosure: I work for the Maryland State Department of Education and have no official opinion on this policy. However, based on research I have conducted over the past three days since the draft policy was available for public viewing, I must point out research-supported theories and claims on both sides of the argument.

On the good side (for a policy that would require schools to force students who fail a specific reading test to repeat third grade):

Many studies suggest that retention can improve literacy skills. In Florida, students retained in third grade showed improved reading skills compared to those promoted to fourth grade despite failing the test. The policy showed short-term gains in reading and math scores for students who were held back. (“Effects of Early Grade Retention on Student Outcomes,” Florida Department of Education; “The Impact of Third-Grade Retention: Florida’s Policy and Practice,” National Bureau of Economic Research.)

Early intervention is generally a good idea to promote long-term academic success. If students are retained in third grade, they are given additional time to develop some of the more fundamental skills before moving on to more complex reading material. This idea is partly supported by a case study in Mississippi, where the Literacy-Based Promotion Act led to improved literacy rates among retained students. (“Mississippi’s Literacy-Based Promotion Act: Results and Recommendations,” Mississippi Department of Education.)

In addition to more time for students to master fundamental skills, teachers are often able (or required) to provide more personalized and intensive instruction to students who are retained to address their specific learning gaps in literacy more effectively. This advantage depends, of course, on teachers being available to provide this additional intensive instruction, but if it’s available, it can help, as a pilot program in New York City showed: retained students who received targeted support made significant academic progress. (“Impact of Targeted Support on Retained Students,” New York City Department of Education.)

It’s also been shown that addressing reading problems early on can prevent academic failures in the future and reduce the chances of a student dropping out of school. Students who continue to struggle with reading are more likely than their peers to drop out, and retention in the early grades can mitigate this risk. (“Early Reading Proficiency and Its Relationship to School Success,” Annie E. Casey Foundation.)

However, a third-grade retention policy like the one drafted by the MSDE brings significant drawbacks.

First, retention in early childhood can damage a student’s self-esteem, motivation to learn, and attitude toward school. This, in turn, can increase the likelihood of behavioral issues. Several studies have highlighted the emotional and psychological impacts of retention, and these may outweigh the short-term academic benefits. (“The Impact of Retention on Emotional and Behavioral Outcomes,” National Association of School Psychologists.)

I say “short-term” academic benefits because long-term academic benefits show mixed results. Some research even suggests that initial gains may diminish over time. For example, a longitudinal study in Chicago found that the positive effects of retention faded by the time students reached high school, and some retained students did not show significant long-term academic improvement. (“Long-Term Academic Outcomes of Retained Students in Chicago,” Consortium on Chicago School Research.) Studies based on the Florida dataset, though, suggest that this claim of fade-out may be misleading in some respects. (Program on Education Policy and Governance Working Papers Series, 12-09.)

Along with faded long-term improvements, retention is correlated with higher dropout rates. Simply put, students who are held back are more likely to become disengaged and drop out of school later. One research study reported that the dropout rate doubled for retained elementary school students. (“Retention and Dropout Rates: A National Perspective,” National Center for Education Statistics.)

Also, retention can cost school districts a lot more money. To give a school any chance of realizing gains in literacy by retaining third graders, a significant investment in additional and customized teaching resources is required for each retained student. For instance, Florida’s retention policy requires additional funding for summer school programs, tutoring, and other interventions. (“Financial Implications of Retention Policies,” Florida TaxWatch.)

Finally, retained students may face social stigma and isolation from their peers. This can affect their social development and their overall school experience. Students face an entire school career of being older than their classmates and being tagged with the label “held back.” (“Social and Emotional Impact of Grade Retention,” American Educational Research Journal.)

The policy direction ultimately depends on you, the general public, to make your voice heard by the state education board.

Retaining students based on reading test scores has both potential benefits and significant drawbacks. Yes, it may improve reading skills in the short term and provide necessary early intervention, but it can also negatively impact students’ self-esteem, long-term academic outcomes, and social development. In addition, the success of such policies depends to a great extent on the investment in supportive resources and the implementation of comprehensive intervention strategies.

Paul Katulahttps://news.schoolsdo.org
Paul Katula is the executive editor of the Voxitatis Research Foundation, which publishes this blog. For more information, see the About page.

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