Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. Kids who are strongly opposed to staying back are more likely to find ways to make it not work.
Tell us what interests you. See your recommendations. There was an issue saving your preferences. Student Achievement. By Catherine Gewertz — May 24, 8 min read. Terra Jones, 11, a Detroit 5th grader, has struggled with remote learning all year. Her mother, Mia Halthon, is weighing whether to have Terra repeat 5th grade out of concern that she's not ready to move onto 6th grade. Share article Remove Save to favorites Save to favorites.
Mia Halthon, with two of her four children, Terra Jones, 11, and Serenity Jones, 3, outside the family's Detroit home. Halthon is among many parents who are considering whether their children should be retained in grade after a year of disrupted learning. Tiffany Newton, of Newark, N. Newton's daughters have excelled in remote learning. Catherine Gewertz. Follow Unfollow. Senior Contributing Writer , Education Week. Catherine Gewertz is a writer for Education Week who covers national news and features.
Sarah D. Research on "newcomer schools" like this one can inform post-pandemic schooling practices now as students return to full-time learning, with many having experienced educational disruption, stress, and trauma not unlike that of many newly arrived immigrant students. Thank you for subscribing. Nov 12 Fri. This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff. These data points help you. Content provided by ACT.
Nov 15 Mon. Help every student belong in school with these practices for school climate. Content provided by Panorama. Nov 16 Tue. And while most students in special. See More Events. Teacher Jobs. Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
Principal Jobs. Find hundreds of jobs for principals, assistant principals, and other school leadership roles. Administrator Jobs. Studies also suggest that students who repeat a year are more likely to drop out of school prior to completion. Although the overall average impact is negative, some studies suggest that in individual circumstances some students can benefit, particularly in the short term. However, it does not appear to be easy to identify which students will benefit, suggesting that grade repetition is a significant risk.
In an Australasian context, there remains little empirical support for the effectiveness of retention, and it has been found that repeating a year can be associated with negative academic, social and emotional outcomes.
Nevertheless, retention continues to be used as an intervention strategy in both Australia and New Zealand, presumably because it requires little or no change to the school curriculum or structure. Younger students, boys, Indigenous students, and students from low socioeconomic backgrounds and ethnic minorities are at a higher risk of repeating a year. There are no studies that have used an experimental design. However, overall, there are a number of high quality evidence reviews which show that negative effects have been found consistently over the last fifty years in both Europe and North America.
The evidence is therefore rated as moderate. The costs are for an additional year of schooling. Annual costs of schooling vary widely according to school size, location and demographic composition. Negative effects are rare for educational interventions, so the extent to which students who repeat a year make less progress is striking.
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