No Child Left Behind, Sunshine State Standards, and the FCAT.  These calls for accountability and a "better" education for all students also unfortunately bring with them students who are literally left behind, retained in a grade, denied of academic and social promotion.  Roughly 2.4 million students are retained in a grade every year (Setencich, 1994.)  The American Federation of Teachers  (AFT) estimates this figure at 15-19% of all American students.  The AFT also approximates that in large, urban school districts, about 50% of students who enter kindergarten will be held back at least once before either graduation or they drop out (AFT, 1997.)
    The Department of Education conducted the National Household Education Survey and determined that 5% of all kindergarten students were retained in 1995, that of which 16% were developmentally delayed as compared with 4% of other children.  The survey also concluded that boys were retained more than girls.
    In Schools Without Failure, Glasser asserts that the only things that students learn from retention is to embrace a failure identity (Glasser, 1969.)
 

    Characteristics of Retained Students:
 

       In a survey given to parents, teachers, and administrators on views of grade retention, teachers and principals ranked developmental immaturity, low motivation, and low self-esteem as the most frequently observed behavior in retained children (Byrnes & Yamamoto, 1886.)
    When deciding for retention or promotion, Lieberman (1980) not only suggests that student characteristics and family factors should be identified but also school attributes should be assessed such as:
             - School, principal, and teacher attitudes toward retention
             - Availability of special education services and other programmatic
               options
Unfortunately, the American Federation of Teachers reports from results of a school district promotion policy survey that only 15% include tutoring and only 13% mention alternative programs and strategies.  Around 50% involve summer school programs but this additional help is often never seen because of lack of funds (AFT, 1997.)
 

The Good & the Not-So-Good 

    Retaining students is often used as a means to raise educational standards yet some research shows that students may still be at a risk for failure.  Walker found that retention can help to develop a negative self image in students and also foster the danger of a harmful self-fulfilling prophecy for peers, teachers, administrators and parents.  Younger children who enter kindergarten early would be at a disadvantage if retained especially with school survival skills such as paying attention, sitting still, sharing, concentrating, and following directions (Walker, 1984.)  Interviews with retained 6 through 12 year olds revealed that these students perceive retention as punishment and not something that will help them (Brynes and Yamamoto, 1985). Researchers Tatum and Rasool (1992) also criticize the remedial reading and study skills approach to retention because it lends instruction to take on a punitive tone.  They make the point that some students will find it difficult and embarrassing to learn what everyone else supposedly already knows.
    In another study by Pierson & Connell (1992), retained students did not differ significantly from the comparison groups (random sample, matched ability, and socially promoted peers) in perceptions of self-worth or peer relatedness but did have lower perceptions of cognitive competence.  The retained student group also performed lower academically than the random sample group.  The "Views on Retention" survey also revealed that the majority of school principals believe they should have the final say on a student's grade promotion while parents and teachers believe the teacher should make the decision (Byrnes & Yamamoto, 1985.)
   

Interventions
    (Both interventions adapted from Cambell, C. & Bowman, R. P. (1993).  The "fresh start" support club: small-group counseling for academically retained children.  Elementary School Guidance & Counseling, 27,    172-185.)
 

1.  "I Can" 

Objectives:
    To examine resources and past successes
    To explore what students can do well
    To help students remember a time when they didn't do well at first, but
    then worked hard and succeeded
    To teach that each group member is worthwhile and capable

Materials:
    One empty soup or coffee can
    Used magazines
    Scissors
    Paste

Procedure:
1.  Show can to group and explain that it may look normal right now, but they will make it into something special that will help them.  Ask students to cut out pictures of eyes from the magazines and paste them to the outside of the can.  Now they have an "I" can (eye can) and it needs to be filled with things that they can do well.

2.  Next, pass the can around to the group.  As each student holds the can, the child tells the group something that he or she can do well.  Write down what each student says on a slip of paper and put it into the can before passing to the next child.  If a student has difficulty thinking of something on their own, encourage the other group members to help think of an idea.  When finished, discuss with the group how much power there is in the "I" can.  Explore how much they can really do when they think about it.

Follow-up:
    The homework for the next group meeting is that the group members interview a student friend, teacher, and family member, asking each of them to write down some things they know the student does well. 
 

2.  "Study Buddies" 

Objectives:
    To explore and assess how the students are doing on their schoolwork
    To show students that they can directly apply what they have learned in this group
        to their schoolwork

Materials:
    Students are to bring some of their schoolwork from a subject they are having difficulty in

Procedure:
1.  Ask each student to share to the group the work they brought.  Pair each child with another so that they have a "study buddy".  Have the pairs of students work on their schoolwork together as reciprocal helpers.

2.  Later, have the group discuss their experiences in giving and receiving help.  Lead into a discussion about what a support system is, its value, and how the students can develop their own.

Follow-up:
Ask students to think about what support systems they will want to form to have a successful school year.

              Conclusions                          

    As counselors, we need to provide students with services that will help them cope with any negative side effects of retention.  It is important to include interventions, such as from the Fresh Start Club, which emphasize the positive aspects of retention and help students to understand that they are not alone in the experience (Cambell & Bowman, 1993.)
    With the high stakes environment that schools are swimming in, it is important to keep in mind the students who are enduring this fiasco.  Even test publishers Harcourt Brace and Riverside Press admit that standardized achievement tests are not designed for deciding whether students should be promoted or retained (Fairtest, 1996, 1997).  As school counselors in the state of Florida, we need to not only become familiar but also involved with the Sunshine State Standards and  FCAT procedures and guidelines because these written decrees impact gravely a student's potential of promotion.
    I also recommend that counselors work closely with parents on their child's academic future.  The Public School Parents' Network and Focus Adolescent Services provide are wonderful and informational resources for parents who are dealing with retainment.

References 

1.  Byrnes, D. & Yamamoto, K. (1985).  An inside look at academic retention in the elementary school.  Education, 106, 208-214.

2.  Byrnes, D. & Yamamoto, K.  (1986).  Views on Retention.  Journal of Research and  Development in Education, 20, 14-19.

3.  Cambell, C. & Bowman, R. P. (1993).  The "fresh start" support club:  small-group counseling for academically retained children.  Elementary School Guidance & Counseling, 27, 172-185

4.  Glasser, W. (1969).  Schools without failure, New York: Harper and Row.

5.  Lieberman, L. M. (1980).  A decision-making model for in-grade retention.  Journal of Learning Disabilities, 13, 268-272.

6.  Pierson, L. H. & Connell, J. P. (1992).  Effect of grade retention on self-system processes, school engagement, and academic performance.  Journal of Educational Psychology, 84, 300-307.

7.  Sakowicz, A. B. (1996).  The effect of retention, in grade one, on the slow reader.  M.A. Project, Kean College of New Jersey.

8.  Setencich, J. (1994).  The impact of early grade retention on the academic achievement and self-esteem of seventh and eighth grade students.  Paper presented at annual convention of school psychologists.  Seattle, WA.

9.  Tatum, T. & Rasool, J. (1992).  Reassessing retention courses:  the need to empower students.  Equity & Excellence, 25, 16-21.

10.  Walker, N. W. (1984).  Elementary school grade retention: avoiding abuses through systematic decision-making.  Journal of Research and Development in Education, 18, 1-6.

URLS

http://www.psparents.net/retention/htm

http://www.focusas.com

http://www.fairtest.org/arn/publishers.html

http://www.aft.org/edissues/socialpromotion/sfnpcsp.htm

http://www.firn.edu/doe/bin00054/fcat/htm

http://nces.ed.gov/pubs2001/quarterly/fall/elem_kindergarten.html

http://www.nclb.gov

http://www.sunshinestatestandards.net

http://ed.gov

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