Holding children back a grade because of lagging performance isn’t a cure-all. For one, it doesn’t solve the issues as to why a child is behind his peers. Secondly, the stigma from being held back doesn’t come without damage. OPPONENTS to either measure say grade retention hurts a child in a host of ways, including the social stigma attached. WITH THE BILL now going back to the House for reconsideration, attention should be focused on where time, energy and money would best be spent.
The Kansas Senate approved a bill Wednesday that could hold back first-graders who are not up to speed in reading. The measure encourages first-grade teachers to inform parents of their children’s lackluster performance and suggest they repeat first grade.
The bill departs from a bill originating in the Kansas House that applies to third-graders, at the suggestion of Gov. Brownback.
Sen. Laura Kelly argued for the changes, saying by third grade students were “reading to learn,” and that it would be better to target younger students who were falling behind in their reading skills.
The Senate bill also exempts special needs children and English as a second language classes, where children more likely would be behind their peers in such skills.
The Senate bill gives teachers leeway in the decision to recommend holding a student back. Scores alone would not be a determining factor.
Another factor to consider is a child’s size. If he is on the large side, holding him back a year can be detrimental to the child socially. Oversize kids are big targets for ridicule.
Options to holding a child back a year should include a chance to attend summer school and after-hours tutoring.
Statistics show that children held back — at any grade — are more likely to drop out of school, according to Suzanne DeWeese, a reading recovery specialist at Emporia State University, in a story with the Kansas Health Institute.
“Children who aren’t learning to read need better instruction, not a repeat of a curriculum that’s already failed them,” DeWeese said.
By age 4 to 5, children should be able to write some letters and have a good vocabulary, reading experts say.
By first grade, ages 5 to 6, they should be able to read simple books and know about 100 words.
By third grade, they are expected to be able to read independently and be able to sound out unfamiliar words, syllable by syllable, when reading.
So far, legislators are willing to direct $10 million on the remedial program to help elementary school children improve their reading skills.
The money would be better spent if redirected to early childhood programs that reach children at a more critical time in their developing years.
Better-prepared children make for better students.
— Susan Lynn
