A Critical Examination of Grade Retention as Reading Policy (OEA)

P.L. Thomas, Education, Furman University (Greenville, SC) Prepared for the Ohio Education Association in response to Ohio’s “Third Grade Reading Guarantee” August 2022 [Download as PDF and supporting PP] [See Press Release for more information] ‘Bottom line, it’s a policy that doesn’t work,’ OEA wants lawmakers to drop reading test requirement (yahoo.com) – WHIO via Yahoo … Continue reading A Critical Examination of Grade Retention as Reading Policy (OEA)

SC Fails Students Still: More on Grade Retention and Misreading Literacy

But their remedies do not cure the disease: they merely prolong it. Indeed, their remedies are part of the disease. Oscar Wilde (1891), The Soul of Man under Socialism Bells will certainly continue to signal class changes in public schools all across South Carolina this fall, but there is a much more serious (and unwarranted) bell … Continue reading SC Fails Students Still: More on Grade Retention and Misreading Literacy

DRAFT NCTE Resolution: Grade Retention as Flawed Education and Reading Policy

DRAFT Proposal for Resolution [Please email your support, allowing your name to be included and note if NCTE member, and any edits ASAP to paul.thomas@furman.edu] NCTE Resolution: Grade Retention as Flawed Education and Reading Policy Grade retention as a major element in education and reading policy has been adopted by at least 14 states, with 32+ … Continue reading DRAFT NCTE Resolution: Grade Retention as Flawed Education and Reading Policy

UPDATED: Grade Retention Research

UPDATED Achievement at Whose Expense? A Literature Review of Test-Based Grade Retention Policies in U.S. Schools, Andrew P. Huddleston Abstract The author uses Maxwell’s method of literature reviews for educational research to focus on literature relevant to test-based grade retention policies to make the following argument: although some studies have documented average gains in academic … Continue reading UPDATED: Grade Retention Research

Florida Retention Policy a Blight on Literacy, Children across US

The New York Times headline suggests we are finally poised to read a positive story about education: A Summer of Extra Reading and Hope for Fourth Grade. But education reporter Motoko Rich’s examination of third-grade retention policies based on the Florida model and sweeping across the U.S. is not about “hope,” but about a disturbing … Continue reading Florida Retention Policy a Blight on Literacy, Children across US

Daily Kos: Misreading Teacher Evaluation and Retention

Daily Kos: Misreading Teacher Evaluation and Retention The League of Women Voters of South Carolina has released “How to Evaluate and Retain Effective Teachers” (2011-2013), but this report misreads the evidence on teacher evaluation and thus distracts high-poverty states from needed educational reform. [1] A review of the report shows it does not establishing a … Continue reading Daily Kos: Misreading Teacher Evaluation and Retention

Parental Rights as Bullying [UPDATED]

I am not a high-profile journalist with platforms at APM, Education Week, and the New York Times. So I have to imagine that hearing from teachers and parents raising concerns about how the “science of reading” (SOR) movement isn’t representing them and even silencing and bullying them is only a fraction of those experiencing the … Continue reading Parental Rights as Bullying [UPDATED]

‘Sold a Story’ Continues “Science of Reading” Misinformation Campaign: A Reader

The debate about teaching students to read has a long history of misinformation. In early and mid-twentieth century, pro-phonics advocates misrepresented and attacked John Dewey and progressivism (neither of which had much real influence in public education). By the late twentieth century, whole language became the target of misinformation and attacks (although NAEP data in … Continue reading ‘Sold a Story’ Continues “Science of Reading” Misinformation Campaign: A Reader