Introduction to Teaching-Grade Retention

Introduction to Teaching-Grade Retention

Grade retention has been used to help poor-performing students, but the question is whether the strategy is effective or not. Typically, the approach tends to work for some learners, while in others, it does not. Regardless of all the opposition that grade retention has received, it is a successful approach to assisting struggling learners. Through grade retention, a child is able to master the content of a specific grade before proceeding to the next grade. Besides, according to Goos et al. (2021), many instructors believe that, in the retention year, repeaters begin with a benefit in academic knowledge and abilities over the novel younger classmates. In addition, they have a chance to refresh and encounter new achievements and are more experienced when it comes to peer socialization and conflict coping in school compared to their classmates. As a result, there is an expectation for grade retention to motivate learners’ academic attainment, self-confidence, learning pleasure, interpersonal relations, academic self-concept, academic motivation, and school well-being (Range et al., 2012).

Furthermore, when students repeat a certain grade, they are familiarized with that level’s content, and they may start by performing well compared to before. As a result, this gives them self-confidence in their academic attainment ability, and as such, they start performing better, which could continue even to other grades. On the other hand, if self-confidence is not attained and the learners do not believe in their ability to be smart or perform well, grade retention is unlikely to make any difference. In addition, through grade retention, repeaters are removed from a circumstance of constant poor performance embarrassment, they do not proceed to handle more challenging content at the next level, and this prepares them for a demanding and competitive world. For this reason, grade retention is beneficial to those struggling to learn.

References

Goos, M., Pipa, J., & Peixoto, F. (2021). Effectiveness of grade retention: A systematic review and meta-analysis. Educational Research Review, 34, 100401.

Range, B. G., Pijanowski, J., Holt, C. R., & Young, S. (2012). The Perceptions of Primary Grade Teachers and Elementary Principals about the Effectiveness of Grade-Level Retention. Professional Educator, 36(1), n1.

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Introduction to Teaching, 7^th edition By: Don Kauchak, Paul Eggen

For this week’s chapter assignment, you will refer to the “Issues You’ll Face in Teaching” activity contained in your text.

Introduction to Teaching-Grade Retention

Turn to page 290 in your textbook.

Read the information presented in this section on grade retention – including the pros and cons discussed – then, take a standby answering the question: “Is grade retention an effective way to help struggling students? Or, if at all possible, should students be moved to the next grade level, even if their achievement doesn’t meet the prescribed standards”.

Your submission should be in 12 pt / Times New Roman font and contain 300 words.

You must reference the information contained in this chapter to support your position.