Attention, Not Retention
If the CCSS test-based accountability leads to more student retention, we all will be the losers.
So what happens if students don’t score in the proficient or better range in the upcoming tests aligned with the Common Core? In many states, either by law or by policy, students will be retained in their current grade. Retention in third grade is the law in Florida and Arizona when children are not proficient in reading by the end of third grade. In New York City parents are told that “students with the lowest 10 percent of raw (total) scores on the State tests were recommended… for retention and summer school (FAQ for Families).” Many other states are considering such policies.
Retaining students in their grade, whether driven by standardized test scores, poor grades or misbehavior, has long been popular in American education. Even among teachers and administrators, retention is often seen as a way either well-meaningly to give a child “the gift of a year” to grow or more punitively as a way to threaten and cajole miscreants.
Retaining a child in a grade is a momentous decision in the life of that child and that family. Parents, full of hope and dreams for their child, may find their view the child as a learner permanently altered. It very likely will negatively impact the way the child views himself or herself as a learner. Given the high stakes, educators better be sure they get Russ on Reading: Attention, Not Retention:
