ERIC Number: ED309546
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Grade Retention and Dropping Out of School.
Hill, Kenneth G.
Children who have been retained even at the kindergarten or first grade level, regardless of their socioeconomic status, are at risk of dropping out later on. Alternative or pullout programs may not be suitable compensatory approaches for preventing school dropouts. Five changes will help to mitigate the effects of retention on student dropouts. First, teachers and administrators must realize that education should not be a selective process where curriculum, tests, behavioral objectives, and retention policies are developed for the purpose of screening people out of the system. Second, the realization must come that quantitative assessments that measure attainment of skills are devices that have no relationship to quality, but rather tend to reduce the creativity in learning and encourage mediocrity in teaching. Third, because children, even if retained, fare better in a familiar environment, offcampus programs must be reexamined and more relevant approaches to education initiated. Fourth, a climate that fosters confidence for children should be developed in schools. And finally, at-risk children should be identified early, and programs for them must be status oriented, motivational, and integrated into the structure of the school. All children can learn, and if a child is not learning, something must be done immediately. (KM)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).