Is Grade Retention Suitable for Your Son Or Daughter


The High Cost of Grade Retention

Video taken from the channel: College of Education & Human Development


Is Holding Back Your Child Fair?

Video taken from the channel: The Doctors


Repeating Grades Won’t Help Your Child

Video taken from the channel: The Dyslexia Show


First Grade Retention and Second Grade Retention Risks and Opportunities

Video taken from the channel: 3D Learner


Should I Hold My Child Back In School? | Making The Hard Choice with Dr. Paul

Video taken from the channel: paulthomasmd


Alternatives to Grade Retention

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Virtual learning struggles, should you hold your child back a grade

Video taken from the channel: TMJ4 News

Grade retention refers to the practice of keeping a child in the same grade for more than one year, typically because of poor school performance. In most cases, parents and educators retain students because they have not mastered the skills needed to be successful at the next grade level. The rule of thumb for retention is the younger, the better.

Once students reach fourth grade, it becomes virtually impossible for retention to be a positive thing. There are always exceptions but, overall, retention should be primarily limited to early elementary school. There are so many factors that teachers need to look at in a retention decision. Research shows that retention isn’t the best plan for most kids. Academics are only one thing to think about when considering retention.

You can talk to your child’s school about all the options before making a decision. Holding kids back a grade—also known as “retention”—isn’t common. Repeating a grade is often stigmatizing for children, many of whom tend to brand themselves as failures; in fact, studies show being held back can be the stress equivalent of losing a parent. How parents frame unavoidable retention can make all the difference in a child’s acceptance of it: DO.

DON’T. Ideally, no. Repeating a grade―also known as “grade retention” ―has not been shown to help children learn.

Children won’t outgrow learning and attention issues by repeating a grade. In fact, repeating a grade may contribute to long-term issues with low self-esteem, as well as emotional or social difficulties. Has the idea of your child repeating a grade come up with the school? There are a number of things to consider when you talk about retention (or “staying behind”). Take a look at these pros and cons.

Keep in mind that kids won’t outgrow learning. But in the other grades, parents have the right to request retention, but if the school or the district don’t agree to it, that wouldn’t happen. Parents cannot just request retention for their kids on their own.

Here’s what Chau recommended for parents: It’s critical to communicate with the teacher throughout the school year. It also depends on what grade the child is currently enrolled in. For example, when a Florida public school child is in third grade and set to advance to fourth grade, the state of Florida gives much more power to school districts in making a decision to hold that child back. In fact, according to the Massachusetts School Psychologists Association, there are many consequences with regards to grade repetition which states ” retained children have more problematic social and emotional function, more conduct problems, lower self-images and negative images about school ”.

Opting Out Increases the Chances for Third Grade Retention. Success by Third Grade beats Third Grade Retention or opting-out every time.. 3rd Graders with a learning disability or dyslexia often have average to above average intelligence.

With the right help, they should be able to do well enough on a Common Core Assessment or the Florida Standards Assessment to be promoted to 4th grade.

List of related literature:

Grade retention has increased over the past 25 years, with recent estimates indicating that 7 to 9 percent of children in the United States are retained annually.

“Encyclopedia of School Psychology” by T. Stuart Watson, Christopher H. Skinner
from Encyclopedia of School Psychology
by T. Stuart Watson, Christopher H. Skinner
Springer US, 2004

Grade retention has been shown to more greatly affect children’s behavior problems when retention occurred in primary school years compared to those retained at a later time (Pagani et al., 2001).

“Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals” by Cecil R. Reynolds, Elaine Fletcher-Janzen
from Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals
by Cecil R. Reynolds, Elaine Fletcher-Janzen
Wiley, 2007

First, when children have been retained in grade, their scores on tests of academic proficiency may below relative to their chronological age but within average limits for their current grade placement.

“Early Reading Assessment: A Practitioner's Handbook” by Natalie Rathvon
from Early Reading Assessment: A Practitioner’s Handbook
by Natalie Rathvon
Guilford Publications, 2004

Fourth, as there is increased focus on schools in respect to accountability, grade retention may represent a growing structural response for improved or enhanced school-level performance (Jimerson 2004).

“Encyclopedia of Adolescence” by Roger J.R. Levesque
from Encyclopedia of Adolescence
by Roger J.R. Levesque
Springer New York, 2014

Excellent parents may say that this bad grade is certainly a setback, but at the same time they will take the child in their arms and let the child know that they love him/her with all their heart regardless of the type of grades he/she receives at school.

“Affect Regulation Training: A Practitioners' Manual” by Matthias Berking, Brian Whitley
from Affect Regulation Training: A Practitioners’ Manual
by Matthias Berking, Brian Whitley
Springer New York, 2014

Grade retention is malignant in another serious respect: it often communicates to a child that her problematic school performance is entirely her own fault.

“A Mind At A Time: How Every Child Can Succeed” by Mel Levine
from A Mind At A Time: How Every Child Can Succeed
by Mel Levine
Simon & Schuster UK, 2012

It is certainly possible that for some children repeating a grade with services from a reading specialist or related service provider may produce more positive results than merely repeating the same sequence of instruction without any modifications, or moving on to the next grade with or without support.

“Preventing Reading Difficulties in Young Children” by National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Prevention of Reading Difficulties in Young Children, Peg Griffin, M. Susan Burns, Catherine E. Snow
from Preventing Reading Difficulties in Young Children
by National Research Council, Division of Behavioral and Social Sciences and Education, et. al.
National Academies Press, 1998

Of course, his teacher would want to look at other factors that could impact growth in reading, such as school attendance, number of unfinished assignments, amount of reading done over the year, health problems, emotional problems in school or at home, and so on.

“The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension” by Timothy V. Rasinski
from The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension
by Timothy V. Rasinski
Scholastic Professional Books, 2003

Not all learning activities need to be graded but if you really want students to engage in a particular learning activity, say, writing weekly journals, that needs to be reflected somehow in the course grade.

“Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses” by L. Dee Fink
from Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses
by L. Dee Fink
Wiley, 2013

For example, for a child at risk of being retained in grade, the impact of retention might depend on how many peers are retained.

“Handbook of Causal Analysis for Social Research” by Stephen L. Morgan
from Handbook of Causal Analysis for Social Research
by Stephen L. Morgan
Springer Netherlands, 2013

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

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  • I would not interfere with a child’s education in anyway when it comes to a grade. It is unnatural. If I had better parents my whole life would be different right now.

  • Thank you for your video and information. I have a 7 yrs old whom we are looking at whether to pass or hold her back. It’s a very tough decision as a parent having to take all these factors in to place &, decide what’s best for her. She is visual impaired & it’s tough. I feel like her school does not have the right resources and devices to get her where she needs to be in or for to succeed. So I feel desperate as a parent because I want to be able to provide all the right tools for her but I also feel like I need the school to act on immediately and get answers and help for my daughter. I feel like I have failed her as parent and I don’t want her to have a negative attitude about school like she already is.: (