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Created with Fabric.js 1.4.5 TITLE HERE LOGO HERE Marsico Institute for Early Learning and Literacy, University of Denver What Research Says About 3rd Grade Retention Watch for Michigan HOUSE BILL 5111 AND HOUSE BILL 5144 Historically, teachers, school psychologists, social workers and parents have worked together to evaluatewhat is best for an individual student based on the WHOLE CHILD. Since the increased use of high-stakes testing,state politicians have begun tightening requirements for promotion, often using a SINGLE test score. Retained students have a significantly increased risk of eventuallydropping out of school. Compared with their peers, retained studentsalso appear less likely to pursue postsecondary education and morelikely to have poorer employment outcomes. Source: J.L. Capper, Journal of Animal Science, December, 2011.Credit: Producers: Eliza Barclay, Jessica Stoller-Conrad; Designer: Kevin Uhrmacher/NPR Grade retention is one of the very few education issues where there exists both extensive research and a clear answer. Whileeducation reform may require taking some bold risks, overwhelming evidence suggests retention is not a risk worth taking withyoung children's lives. It would be far bolder to take a stand against retention and heed the definitive conclusion of the science:Intensive, evidence-based, well-financed, and guaranteed additional interventions improve the achievement of struggling students. Retention often is associated with increased behavior and emotional problems,particularly as they get older (i.e. junior high, high school and young adulthood).National Association of School Psychologists recommends intervention over retention. This legislation is directly from ALEC's A-Plus Literacy Act
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