Printer Friendly

Effects of Kindergarten Retention Policy on Children's Cognitive Growth in Reading and Mathematics.

EFFECTS OF KINDERGARTEN RETENTION POLICY ON CHILDREN'S COGNITIVE GROWTH IN READING AND MATHEMATICS. Hong, G., & Raudenbush, S., Educational Evaluation and Policy Analysis, 2005, 27(3), 205-224. Grade retention and social promotion have been two prominent areas of debate in education for many years. Many schools and districts have answered the call to end social promotion and have since adopted grade retention policies, which they believe benefit students in the early grades. However, many schools do consider retention to be an inappropriate version of remediation or intervention for students in need.

According to the authors, "The weight of evidence suggests that those who are retained exhibit less growth than they would have had they been promoted" (p. 208). However, conclusive research on retention has been difficult to obtain due to causal inference. Therefore, this article examines three empirical questions and utilizes methodology to address causal inference. The three research questions are: What is the average effect of the kindergarten retention policy?, What is the average impact of a school's retention policy on children who would be promoted if the policy were adopted?, and What is the effect of kindergarten retention on those who are retained?

The results of the study aligned with prior research by challenging the idea that kindergarten retention was an effective method of intervention for young students experiencing difficulties. According to the results of the study, the average effect of the kindergarten retention policy was null or small. In other words, children's learning outcomes did not change as a result of the school's change or acceptance of the retention policy. The study did find striking evidence that children who were retained would have learned more had they been promoted. "This was true in both reading and math" (p. 220).

This study holds great implications for early childhood educators, particularly those in kindergarten. By subscribing to the idea that "students need another year to mature or blossom," teachers are actually allowing another year for students to fall further behind. We should be encouraged to examine alternate solutions for students experiencing difficulties. Reviewed by Holly G. Morgan.
COPYRIGHT 2006 Association for Childhood Education International
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2006, Gale Group. All rights reserved. Gale Group is a Thomson Corporation Company.

Article Details
Printer friendly Cite/link Email Feedback
Author:Morgan, Holly G.
Publication:Childhood Education
Geographic Code:1USA
Date:Jan 1, 2006
Words:347
Previous Article:The Problem with Construcivism.
Next Article:Comprehension Instruction in Content Area Classes.
Topics:


Related Articles
All-Day Kindergarten.
The Child-Centered Kindergarten(**).
A Review: Journal of Research in Childhood Education Vol. 15, No. 2, Spring/Summer 2001.
Maternal parenting characteristics and school involvement: Predictors of kindergarten cognitive competence among head start children.
Is my child really too young for Kindergarten?
Cooperative & collaborative learning ... with 4-8 year olds: how does research support teachers' practice?
The impact of ready environments on achievement in kindergarten.
Reflections on kindergarten: giving young children what they deserve.
Research into practice.

Terms of use | Privacy policy | Copyright © 2020 Farlex, Inc. | Feedback | For webmasters