Retention of 3rd graders is far too late

The countdown clock is ticking loudly. Mandatory retention of low-level readers at the end of 3rd grade in Nevada is set to begin in 2028. It is time to pull the plug on, not resuscitate, this piece of legislation that continues to miss the mark in other states.

Nevada district superintendents are pushing back. Let’s hope it’s not too late.

Educational leaders know there are harmful effects of retention after grades K-2 and no proven beneficial ones. They also should admit that individual students have a unique potential for the rate and level to which they learn. 

Retaining 3rd grade students to raise 4th grade reading test scores is a political ruse. If retention policies were truly effective at improving test scores and other academic outcomes, there would be marked improvement in test scores in later grades and college entrance exam scores would soar.

The “Mississippi myth” is perpetuated in spite of the negative influence on high school drop-out and graduation rates. Retention policies have never meaningfully improved reading scores or closed academic achievement gaps. In Mississippi, 8th grade reading scores and ACT scores decreased after the adoption of 3rd grade retention policies.

This is reminiscent of the alleged “Texas miracle” in the 1990’s where statistics were heavily manipulated, student data was fudged and lower-achieving students were excluded from state testing. It created the false portrayal that instructional differences resulted in higher academic achievement, narrowing of achievement gaps and lower drop-out rates. A complete lie.

This helped solidfy the harmful misperception that curriculum and instruction have a weighty influence on standardized test scores. The Houston superintendent that led the district during this scam became the federal Secretary of Education and spearheaded the travesty known as “No Child Left Behind (NCLB)” in 2001.

NCLB established state and national standardized tests as the primary measure of school quality and student success. There has been no proven connection between differences in educational practice and differences in academic outcomes. Yet, educational leaders continue to let media critics and politicians belittle public education with unfounded rhetoric and expectations.

A recent editorial should not go unaddressed. It calls out Nevada education leaders, particularly in the Clark County School District (CCSD). Suggesting that holding back 3rd graders will improve academic outcomes is complete nonsense. There is no evidence that this practice has ever been effective in raising reading test scores.

The editorial rants about fear of accountability and the benefit of retaining low-level readers. This is a prime opportunity for educational leaders in Nevada, particularly superintendents, to step up.

There should be no fear of accountability when measurements of quality and effectiveness are directly linked to educational practice. Graduation and drop-out rates, student behavior along with the safety and well-being of students and staff can be improved. Academic achievement as measured by standardized test score averages cannot.

Stop pretending that curriculum revisions or alignments, improved instructional practices or changes in personnel have ever raised standardized test score averages. Stop smugly touting small random percentages of improvement that are not sustainable. Stop the professional validation of standardized test scores as appropriate measures of classroom learning.

Stop seeking additional funding based on the premise that it will help improve test scores. That too is a political ruse. Adequate funding provides personnel and resources to effectively educate students. Around 80% of a school’s budget is personnel. Test score outcomes are not contingent upon the amount of funding. Money cannot buy higher test scores.

Discontinue using any metric of standardized test scores in district improvement plans. The only proven method to substantially improve test score averages is cheating. Student demographics have always determined state and national testing outcomes.

CCSD’s latest strategic plan includes unattainable goals of raising percentages of proficiency on state tests. Goals similar to those of the two previous superintendents. Goals that resulted in unfulfilled promises. This only adds to the perception that public education is failing.

Students begin to develop feelings of inferiority when they are placed in the bottom reading group in 1st grade. With few exceptions, they will continue to be regarded as low-achievers for the duration of their educational career. It is not due to the lack of motivation or appropriate instruction.

Retention in 3rd grade is humiliating and further solidifies their low standing. Reminders of inferiority occur each year when standardized test results are released. Academic helplessness develops unless other measures of success are obtainable.

Standardized tests produce a normal distribution (bell curve) of raw and percentile scores. The bell curve never shifts. Year after year. Decade after decade. If state and national tests did not yield consistent results, they would have been dumped long ago.

Schools and districts with higher family income levels, better parent education levels and lower levels of English learners and special education students have higher state test score averages. Lower family income and parent education levels produce lower test score averages. EVERY TIME. A consistent pattern in the seventeen public school districts in Nevada.

The title of this column may suggest that retention before 3rd grade is acceptable. Retention should always be carefully considered by the parents, teacher, counselor and principal. It is not universally recommended for any grade level.

This is not a call for the elimination of standardized testing in education. Tests measure some types of academic ability. There should be consideration toward the frequency of testing and the validity of test score averages.

Prior to the testing frenzy of the last quarter century, testing for reading and intelligence levels was commonly administered twice before high school. Typically in 3rd and 7th grades. Then, as now, achievement levels of individual students remained consistent. Test scores were subtly used to rank and sort students.

This is a call for both the governor and state legislators to rescind this harmful mandate. We need to quit playing political games at the expense of children.