Holding Students Back a Grade Won’t Erase Blocks to Learning
From Sacramento to Washington, lawmakers are lining up to offer legislation aimed at shoring up our sinking educational system. And while different measures have been proposed, two common themes have emerged. Lawmakers seem united in calling for an end to social promotion and requiring high school seniors to pass an academic test before graduating.
On the surface, these proposals seem both reasonable and long overdue. Why should a student be permitted to move on to the ninth grade if he hasn’t mastered the eighth grade?
Unfortunately, the answer is not simple. Though largely ignored by lawmakers and a public eager to institute any kind of educational reform, there is an alarming and destructive side effect to these well-meaning proposals.
Most educational, medical and psychological experts will agree that there are large numbers of students who are fully capable of attaining a satisfactory level of academic performance yet fail to do so because of various factors--including plain laziness. Naturally, these students should be held accountable. But does holding back benefit these nonperforming students? The overwhelming majority of research conducted on the subject suggests that does not work. In fact, rather than improve academic performance, holding back appears to harm these students.
The majority of students who are “old for grade” produce poorer work after being held back. In addition, studies show these students develop major self-esteem difficulties and are prone to an increase in self-destructive behavior. These side effects do not sound like a good return on the current legislative endeavors.
Even more frightening is the effect of holding back on the large group of students who simply “can’t” perform at grade level. I am not referring to children who have poor English speaking skills or whose failures stem from physical, social, or socioeconomic reasons, but to children with hidden academic handicaps, including learning disabilities, or LDs, and Attention-Deficit/Hyperactivity Disorder, or ADHD. These students are in double jeopardy. Not only do they have major problems learning or acquiring information, but--especially in the case of ADHD--they also develop difficulties in academic performance areas, such as organization, study skills, finishing assignments and test taking.
No matter how hard these children work and study, a large percentage simply will be unable to learn or perform at grade level. Holding back students who can’t rather than won’t succeed is an ill-conceived idea--especially considering the large number of students who fall into this category. Experts estimate that 3% to 7% of all children have ADHD and as many as 15% have LDs.
If holding back is not the answer, what can society do to help underachieving students? Providing additional teachers and increased school hours for students without disabilities is a good start. However, with the LD group, these teachers must be trained in specific remedial procedures in order to be effective. Even with extra help, many students with LDs never will achieve grade level because of certain neurological differences. Many of these students can learn by using alternative methods--such as books on tape--and should be permitted to submit reports on cassettes.
As a society, we need to identify the members of this group and help them succeed in acquiring knowledge. We should not punish them for trying and failing. To begin with, teachers and parents should be aware of children who are at risk for educational problems at an early age and should also consider what might be causing these difficulties. In addition, schools should conduct a thorough evaluation of each child to ensure that the child does not suffer from some type of neurological problem impairing learning.
Schools also should be able to develop and utilize programs to allow students to achieve despite poor reading skills. The acquisition of knowledge--and not the production of failure--should be our goal. Finally, we should evaluate all proposed programs and laws and make sure that each proposal works before we implement it.
And what of the student who has no handicap or disability but just refuses to do the work? Society must realize that not every child can be a scholar but that every child can be a successful student in some area. Just as all children are not able to become accomplished dancers, musicians, athletes, or actors, we cannot expect them all to be able to read, write or do math at grade level. Scientific research and just plain common sense tell us this.
Instead of focusing on weakness, we need to teach to strength. If nothing else, this might be a very good start on the pathway to the reduction of school behavior problems, emotional distress, substance abuse and other difficulties that a poor educational “fit” may lead to.
