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Navigating End-of-Year Academic Decisions: Understanding Retention and Your Child's Best Interest

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The end of the school year is a bustling time with standardized tests and final reports. If you've come across the term "retention," you might have some concerns. Retention means the school is considering having a student repeat their current grade. It's a big decision, so let's dive into what this means and how you can navigate this process.


Retention: What Does the Research Say?

The idea of retention might sound helpful at first—another year to master the skills, right? However, research often shows that retention isn't the most effective route for students who are struggling. Here's what studies have found:

  • Academic Growth: Many students who repeat a grade don't necessarily catch up with their peers academically in the long term. Any academic "boost" is short-lived. Retained students continue to progress more slowly than their same-age peers who advanced, and they tend to have more academic problems following retention.

  • Emotional Impact: Retention can affect a student's confidence and attitude towards school, sometimes leading to a drop in self-esteem.

  • Social Considerations: Staying behind can mean being separated from friends, which can be tough for a child's social life.

  • Cost: Retention is expensive for the school district (and thus tax payers).

  • Drop-Out Rate: Retention is directly correlated with increased drop-out rates down the road.


Are There Exceptions to the Rule?

In very specific situations, retention may be considered beneficial. For instance, if a child has had significant absences due to health issues or other substantial reasons, repeating a grade could provide them with the opportunity to cover missed ground. Other situations involving children with more broad developmental delays and/or changes in educational environment can require more in-depth consideration.


Florida's Stance on Retention (Section 1008.25)

Florida has specific guidelines about student progression and retention. Let's break down the key points of Section 1008.25:

  • School Requirements: When a school first identifies that a student is having substantial difficulty in reading (K-3) or math (K-4), "must be provided intensive, explicit, systematic, and multisensory reading interventions [or systematic and explicit mathematics instruction] immediately following the identification." Identification can be based on 1) screening, diagnostic, progress monitoring, or assessment data; 2) statewide assessments; or 3) teacher observations. The intervention should not be put on hold until there is a formal evaluation, formal plan (e.g., IEP), or a failing grade at the end of a grading period.

  • Progress Monitoring: Throughout the year, schools must monitor students' progress. and continue to provide interventions until the student is demonstrating grade-level skills.

  • Parental Notification: You should be notified when it is determined that your child is struggling, along with the remediation plan, other resources, and monthly progress updates. If your child might be retained, the school should let you know early on, giving you time to work with teachers, address concerns, and put outside supports into place.

  • Retention: While retention can be suggested at any grade, the statue only mentions one year that retention is "required" and only one specific metric:

    • "To be promoted to grade 4, a student must score a Level 2 or higher on the statewide, standardized English Language Arts assessment required under s. 1008.22 for grade 3. If a student’s reading deficiency is not remedied by the end of grade 3, as demonstrated by scoring Level 2 or higher on the statewide, standardized assessment required under s. 1008.22 for grade 3, the student must be retained."


Bottom line: talk of retention should not be a surprise. If a child is being appropriately monitored and is receiving intensive research-based reading instruction from a properly qualified instructor, they likely wouldn't fall so far behind that retention would be necessary. That being said, if there is an underlying neurodevelopmental difference it may be thwarting a child's gains or success on standardized exams (e.g., Dyslexia, ADHD); even so, retention is not an evidence-based intervention for treating such issues.


Good Cause Exemptions: When Retention Isn't Mandatory

So, as a parent who knows about the limited benefits of retention, do you have to sit back and watch your child repeat a grade? In short, no. There are several "good cause" exemptions that can allow a student to be promoted, even if they haven't met the usual requirements. These include:

  • Having an IEP/504 Plan: If your child has an Individual Education Plan and has been receiving special education services, they may be exempt from retention. (see the statute for specific requirements).

  • Being an English Language Learner: Students who are still learning English might qualify for an exemption.

  • Recent Transfers: If your child transferred to a new school and hasn't had enough time with the new curriculum, they might be exempt.

  • Alternative Assessments: Sometimes other tests or assessments can show that a child is ready for the next grade, even if their FSA test scores are low.

  • Demonstrated Ability: A teacher's assessment of a child's abilities, backed by documentation (student portfolio) indicating performance at least at a Level 2 on the standardized state exam, can also be a reason for exemption.


If your child is given the exemption and proceeds to the next grade, the school is still required to provide them with intensive reading instruction and intervention that include specialized diagnostic information and specific reading strategies to meet their individual needs.


Steps to Challenge Mandatory Retention

If you believe your child should be promoted despite their scores, you can take action:

  1. Communicate with Educators & Develop an Action Plan.

    1. Ask the school about the steps to request an exemption and make sure you follow them carefully.

    2. Share your perspective with the school. You know your child best. Be their advocate and present a clear case for why they should be promoted.

    3. Collaborate with the school to create a plan that supports your child's learning.

    4. Stay in touch with your child's teachers and stay informed about their progress.

    5. Be Present. Attend all school meetings related to your child's academic performance.

  2. If your child is targeted for retention has an IEP, have a meeting with members of their IEP team. Ask questions and advocate for your child's needs, for example:

    1. "If my child's IEP was appropriate, why did it not prepare my child for what the school requires my child to know?"

    2. "We need to amend the IEP to add the specialized instruction that is necessary for my child to participate in the general curriculum with her peers. She needs 1-1 tutoring with a research-based reading method this summer. We need to add 1:1 tutoring in a research-based reading method to her IEP for the next school year."

    3. "I believe that there is something else going on that is affecting my child's academic progress, and it was not captured by the IEP assessment. I would like to request an Independent Educational Evaluation (IEE)."

  3. Know your Stuff (or enlist the help of an advocate who does).

    1. Familiarize yourself with Section 1008.25 and understand your rights.

    2. Read publications about retention from organizations like the National Association of School Psychologists (NASP):

      1. Grade Retention: Achievement and Mental Health Outcomes

      2. NASP Position on Retention

  4. Request a complete copy of your child's school file, including copies of all reading assessments done in K-3.

    1. Find out what specific reading problems were identified in these assessments

    2. Find out what intensive reading program your child participated in, how often, and whether the staff member implementing the program was trained to teach that particular program. (Intensive remedial reading programs are often taught one-to-one for an hour or more a day.)

    3. Find out what research exists to show that the program used by the child's school was appropriate to remediate these particular problems.

  5. Consider Summer Programs: Explore options for summer learning to help your child catch up before the new school year starts.

  6. Seek Outside Assessment: If you believe that there may be a cognitive, emotional, behavioral, or learning challenge that is impeding your child's ability to succeed academically or on standardized testing, an assessment by a licensed psychologist can help you better understand your child's specific strengths and weaknesses, target interventions for maximum benefit, and a formal diagnosis may even qualify your child for state-funded scholarships for private services.

    1. If you have an IEP, you may be able to qualify for an IEE, in which the school will fund an independent evaluation conducted by a licensed professional of your choosing to conduct the assessment. Unlike the school, this professional may be qualified to make other diagnoses such as Dyslexia, ADHD, or Autism, that can inform appropriate accommodations and services for your child.

    2. As a caution, the IEE processes make take more time than funding a private evaluation yourself - so if you are on a limited timeline with a potential retention looming, this may be an important consideration.

  7. Connect with Other Parents: Seek advice and support from other parents who have faced similar decisions.

  8. Stay Positive and Supportive.

    1. Encourage your child.

    2. Do not bring your child into the stressful decision making process surrounding potential retention.

    3. If your child is retained, stay supportive, listen to any frustrations they may have, and work collaboratively to find solutions to make the process less stressful.


The Take-Home Message:

  • There is more research to suggest that retention is harmful than helpful. In fact, many would argue that it is a primitive approach to failed individualized instruction. Many professional psychology and education organizations have even gone so far as to put out position statements against retention based on metrics like standardized testing scores.

  • Should you lower the bar? Whether your child is repeating the 3rd grade or progressing into the 4th, they will still require intensive remediation services. Do you want the intervention goal to be 3rd grade level skills, or 4th grade level skills?

  • Educate and Advocate. Become familiar with the laws surrounding retention, your child's academic/intervention path thus far, and the potential options moving forward. Work with your child's school to advocate for the best path forward for your family. Seek outside help from advocates, educational specialists, and independent psychologists when necessary.



If you have any questions about private neuropsychological or educational assessments, advocacy professionals, or local tutoring/intervention resources, you can visit our webpage or email our office (info@drgreenfield.com) and we will get your pointed in the right direction!


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