Can the Prospect of 3rd Grade Retention Improve Early Literacy? Yes, Study Says
Third grade retention policies could lead to better student scores, even before any children are held back, a new study suggests.
The findings, from researchers at American University and Syracuse University, add another wrinkle to an ongoing debate over retention policies tied to reading scores, which require students who aren’t proficient readers by the end of 3rd grade to repeat the year.
Eighteen states currently have retention policies on the books, some part of recently passed “science of reading” laws, according to a tracker maintained by the advocacy group ExcelinEd.
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Critics of these retention policies argue that holding kids back can have negative social-emotional consequences, and doesn’t always lead to better outcomes for children who are retained.
But its proponents say that the benefits outweigh the potential harms, in large part due to the way retention policies can prompt schools to beef up their support systems for struggling students.
