Retaining third graders will create more trauma for students
Adverse Childhood Experiences (ACES) are traumatic experiences that occur during childhood, such as abuse, neglect, household dysfunction, and exposure to violence. In response to the growing body of research linking these experiences to a range of negative health, social, and educational outcomes in adulthood, policymakers have become increasingly focused on children’s trauma.
Two years ago Tennessee lawmakers may have unwittingly embedded an adverse childhood experience into Tennessee code: mandatory third grade retention. This law goes into effect this year and requires students not testing at “met expectations” or “exceeded expectations” – according to Tennessee Comprehensive Assessment Program (TCAP) English Language Arts (ELA) results, to be retained or complete a summer remediation program. Even children who meet these requirements may be held back after fourth grade if they do not demonstrate “adequate growth.”
While the intent of the law is to promote reading in the early grades as a way to set students up for success in future learning, it seems likely to have significant unintended negative consequences.
Retention in third grade is a controversial policy that involves holding back students who fail to meet minimum ELA proficiency standards.
Four arguments against third-grade retention
While the intention behind this policy is to improve student achievement and ensure they are adequately prepared for later grades, there is evidence to suggest that retaining students in third grade may have negative impacts that outweigh any potential benefits. Here are several arguments against third grade retention for poor ELA test scores:
h Lack of evidence for effectiveness: Research has shown that retention in early grades is not an effective solution for improving student achievement in the long-term. In many cases, students who are held back in early grades end up performing worse than their peers in later grades.
h Damages student confidence: Retention can lead to feelings of shame and frustration. When students are held back in early grades, they may feel as though they have failed and are not smart enough, damaging their motivation to learn and their future academic success.
h Widens achievement gaps: Retention can contribute to the widening of achievement gaps between students from different socioeconomic backgrounds. Children from low-income families are more likely to be retained in early grades due to limited access to high-quality early childhood education and support at home. This reinforces a cycle of poverty and underachievement.
h Increased risk of dropping out:
Research has shown that students who are retained are more likely to drop out, with serious implications for their future academic and career prospects.
High quality tutoring and summer learning opportunities can be beneficial, but there is little to no evidence that either Tennessee’s summer school program (Learning Loss Bridge Camps) or the tutoring program (Tennessee Accelerating Literacy and Learning Corps) established by the law are effective at improving student achievement. Both programs were thrown together quickly after the passage of the law. There have been no independent evaluations of how effective these programs actually are.
A better approach would focus on very early evaluation for struggling readers, and a robust program of academic supports and interventions beginning in kindergarten and continuing as long as needed. Retention should be limited to Pre-k, kindergarten or possibly first graders; third grade is too late.
While the intention behind retention is to improve student achievement, third and fourth grade retention is likely to add another trauma to the ACES already experienced by children. Retention is likely to undo any potential good that might result from Learning Loss Bridge Camp or the Tennessee Accelerating Literacy and Learning Corps programs.
Contact your Tennessee legislators and ask them to invest in academic supports and interventions for our youngest school children and to leave retention decisions to teachers and parents, where they belong.