(Guest Post by Matthew Ladner)
I came across an interesting study from NCES recently concerning the practice of grade retention that creates yet another hole in NEPC boat regarding their Florida theories. In fact, here is a link to a study from the ASU precursor to NEPC by Columbia Teacher College Professor Chatterji (one of the NEPC critics) from 2003 calling on Florida to “rethink sanction and retention policies in light of new and past research showing that retention does not improve student achievement.”
Now you can look at the below figure and ask yourself just who needs to reconsider what. The red line is FCAT 1 scores for Black students, the Green line is for Hispanic students, and the blue line is for all students.
The NEPC boat is already sitting on the floor of the ocean, but hey, why not drop a depth charge on it?
The main pet theory of the NEPC squad has been that Florida’s 4th grade NAEP scores have been profoundly warped by the state’s retention policy. This beats the daylights out of their Harry Potter theory, but there still is far less to it than meets the eye. Problems with this theory include a substantial improvement in 4th grade NAEP scores before the retention policy went into place, a substantial decline in retentions since the onset of the policy, and a substantial improvement in 3rd grade reading FCAT scores. Oh and the advent of mid-year promotions and a few other things which NEPC has been either unable or unwilling to address. The peak of any aging effect would have come in 2005 and declined substantially, and yet Florida’s scores continued to rise.
An implicit assumption of this theory was that Florida is doing far more K-3 retention than other states around the country. After seeing this NCES study, I am no longer certain this is the case, especially now that Florida retention has fallen so substantially. Let’s dig into the data and find out.
State level data on grade level retention is very difficult to come by outside of Florida. However, NCES included a question about retention in their parent survey. Low and behold, 10% of parents in the NCES survey report that their child has been retained for one or more grade in grades K-8, more than 20% of low-income parents.
So first off, this is quite a bit higher than I would have suspected and the trend has been rising. Given the hostility that many College of Education Professors have towards grade retention, it seems apparent that many of the teachers and administrators that go through their programs are not buying what they are selling on retention.
Now that we have a measure of retention nationally, we should explore the question of how prevalent the practice is in Florida. The Florida Department of Education provides this handy chart for the statewide numbers for retention for students in grades K-12. The technical term to describe this chart is “falling off a cliff.”
That sounds like a lot, until you go over to the NCES Common Core Data (note to Jay, Greg and MWAB- not the academic standards, please call off the cruise missle strike :-) and learn that there were over 1.7 million students in the Florida K-8 system in 2009-10. When you do the math, it turns out that 3.9% of Florida K-8 students were retained during the 2009-2010 school year. What about the peak of Florida retention the year the 3rd grade retention policy took place in 2003-04? The total retention rate for that year was (waaaaait for it…..) 5.5%- a little more than half of the national rate that the NCES found in 2007.
We don’t have national data for K-3 retention, which is what we would need to do an ideal comparison, but the data we do have certainly establishes that there is a substantial amount of retention going on around the country, which will be having some impact on NAEP scores of states across the nation, not just Florida. Unless a state is doing far more than average, it retention is likely to be white noise overall- blips in the error term. Furthermore, it is not clear that Florida was doing more K-3 retention than the national average, even during the peak of the practice in 2003-04.
Mind you that I make no claim that retention is necessarily a good practice overall. I think there have been terrible retention practices, such as the practice of “redshirting” 9th graders in Texas back when the state gave a 10th grade exit exam. Redshirting was a widespread district level practice not mandated by state law and it was truly an awful policy basically designed to get students to drop out of school in 9th grade and thereby inflate the passing rate for the 10th grade exit exam.
There was nothing admirable about Texas redshirting. I would venture to guess that both a casual and a sophisticated analysis of data would have found it associated with higher drop out rates.
The Florida policy however is the opposite of the old Texas practice in that it is designed to set kids up to succeed rather than to fail. Not only have there been bad retention practices, there has also been a great deal of bad research done on retention that lacked the statistical rigor to establish causality. Do cancer drugs kill people, or is it the cancer? Most of the retention research doesn’t allow us to answer that sort of question.
Jay, Marcus Winters and the RAND Corp however have been applying sophisticated regression discontinuity designs to retention policies in Florida and New York City. They have found positive academic results. RAND found no self-esteem harm to students, and that NYC educators have generally positive views of the policy, to boot.
The question is not whether retention is “good” or “bad”- that all depends on how it is used. The evidence on the overall literacy effort in Florida-which includes retention as a centerpiece-is overwhelmingly positive.