Grade Level Retention (K-8)
Procedures for Consideration of Grade Level Retention
AASD Belief Statement on Grade Level Retention
The Appleton Area School District is committed to fostering student success by ensuring all students have access to high-quality instruction in an environment that promotes academic rigor, high expectations, and a strong sense of belonging. Research consistently shows that when students feel supported in a positive school culture, they are more likely to achieve their full potential (Hattie, 2009). As such, the district prioritizes strategies that enhance student engagement and motivation, while also emphasizing the importance of community connections in supporting individual growth.
Retention in the same grade is viewed as a last resort and is considered only when it becomes clear that no other interventions can adequately support the student’s academic and social-emotional development. Studies have found that grade retention, when not accompanied by targeted interventions, can have negative effects on students, including lower self-esteem and academic disengagement (Jimerson et al., 2006). Therefore, the district focuses on early identification of learning challenges, providing targeted support through differentiated instruction, and fostering collaborative partnerships between educators, families, and community resources.
The goal is to create an educational environment where students not only meet but exceed academic expectations, supported by a robust network of resources designed to address their unique needs and ensure their continued growth and success.
By implementing evidence-based practices and promoting inclusive educational strategies, the Appleton Area School District seeks to minimize the need for grade retention while maximizing student achievement.
AASD Process for Parent Request of Grade Level Retention
A parent/guardian request for grade level retention will be reviewed by a team of school staff, including: the principal, classroom teacher, school psychologist, interventionist, school social worker, school counselor, and others as needed.
At a minimum, the following information about the student will be reviewed and considered:
- Parent/Guardian reasons for requesting retention
- Cumulative Attendance Data
- Transiency
- Chronological age of the student
- Previous grade level retention
- Prior educational experience
- Academic performance, including state & district assessments in reading and math, over multiple years
- Interventions, including fidelity, type, length of time, and student progress
- Any special education, English language, or health needs
- Supports through the Multi-Leveled System of Support
- The student’s work habits as observed and measured by the AASD Elementary Career and Life Skills-Learning How to Learn Rubric.
- How the student demonstrates respect and regularly contributes to the classroom.
- How the student takes ownership of work to be productive and accountable.
- Alternatives to retention
- Short and long-term potential impacts of retention
Timeline for Consideration
If a parent/guardian wishes to have their student considered for retention, they should submit a letter to the student's building principal no earlier than the end of the 3rd quarter stating the request for consideration of retention and the reasons for it. Requests must be received by the building principal no later than April 15th to be considered for the following school year.
In order to ensure the student is provided the greatest amount of time to make progress, consideration of retention meetings with the designated team will be held during the final two weeks of the school year. Families should anticipate that the first contact regarding their submitted request will occur in early May to schedule a meeting time.
The District retains ultimate discretion to make student promotion and retention decisions. If a student's parent/guardian disagrees with a District decision regarding the consideration for retention, the parent or guardian may submit a written request for reconsideration to the Superintendent or designee. Except as otherwise required by law, the decision of the Superintendent or designee following such a request shall be final.
Please note:
- If a parent/guardian request for consideration of retention is received for a student identified as having a disability or impairment, an IEP team meeting will be held first to discuss if additional support or services are needed to address disability related needs.
- Parent/guardian requests received over the summer for consideration of retention of a student transferring between school districts shall be considered by the building principal. In cases where the previous district has verified its support of retention, the request will be granted. In cases where the previous school district is not in support of retention, the request will be denied.
Research on Grade Level Retention
Research on grade retention suggests that holding a student back a year and repeating the same grade is not an effective long-term solution and can have negative consequences, particularly after the fourth grade. While some students may show brief academic improvement right after being retained, these gains usually fade over time. In the long run, retained students are at a higher risk of dropping out, experiencing lower self-esteem, and struggling socially and emotionally. Retention also disproportionately impacts students from minority and low-income backgrounds, who often face lower graduation rates and higher rates of absenteeism and academic failure.
Instead of retention, research shows that targeted interventions—such as academic and emotional supports—are more effective for students who struggle to meet grade level benchmarks. These interventions help students progress without the negative side effects of retention. In conclusion, while repeating a grade might seem like a quick fix, it’s not the best approach for supporting student success. The focus should be on providing personalized support that keeps students on track for long-term achievement.
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