{"id":1312,"date":"2023-03-16T16:01:47","date_gmt":"2023-03-16T17:01:47","guid":{"rendered":"https:\/\/wifamily.news\/?p=1312"},"modified":"2023-03-16T17:14:14","modified_gmt":"2023-03-16T17:14:14","slug":"holding-back-kids-to-push-them-forward-an-analysis-of-retention-policy-in-wisconsin","status":"publish","type":"post","link":"https:\/\/wifamily.news\/?p=1312","title":{"rendered":"Holding Back Kids to Push Them Forward: An Analysis of Retention Policy in Wisconsin"},"content":{"rendered":"

This post originally appeared at https:\/\/will-law.org\/holding-back-kids-to-push-them-forward-an-analysis-of-retention-policy-in-wisconsin\/<\/a><\/p>\n

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New policy brief uncovers that retention plus science-based teaching equals better ELA outcomes<\/strong><\/h1>\n
The News:<\/strong> The Wisconsin Institute for Law & Liberty (WILL) released its new educational policy brief: \u201cHolding Kids Back to Push Them Forward: An Analysis of Retention Policy in Wisconsin.\u201d<\/a> In this paper, we show that when kids are sent to the next grade without being able to read, they are set up to fail. Based on our research and other studies from around the country, we believe holding kids back as a last resort based on test results back is sound education policy. A statewide requirement, similar to other states, is essential.<\/div>\n
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The Quote:<\/strong> WILL Research Director, Will Flanders, PhD, stated, \u201cIt is clear that changes are needed in our current education system, and a part of that change may focus on getting kids ready for the next grade and not just sending them forward to fail down the road. To improve performance outcomes\u2014and ensure academic success for kids\u2014retention should increase, and it must be paired with the science of reading.\u201d<\/div>\n
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Background:<\/strong> While Wisconsin was once held up as a model for public education around the nation, recent evidence suggests that the state is losing ground, particularly in the area of reading. Statewide, only 38.1% of students were found to be proficient in reading on the most recent round of state tests. This means that the majority of students are not reaching levels of reading mastery judged to be proficient on the nationally norm-referenced Forward Exam. The COVID-19 pandemic, and the long-lasting shutdowns in some districts, have only served to exacerbate Wisconsin\u2019s worst-in-the-nation racial achievement gaps.<\/div>\n
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Currently, Wisconsin does not require students to be held back for failing to meet state benchmarks. While a great deal of focus has been put on the ways of improving educational outcomes in Wisconsin in recent years\u2014particularly in reading\u2014the potential role of retention policy in that improvement remains understudied.<\/div>\n
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Key Findings:\u00a0<\/strong><\/div>\n