Experts in Poland warn that retaining students in the same grade often leads to slower academic progress and increased dropout risks, particularly for disadvantaged groups.
In Poland, the contentious issue of grade retention is under scrutiny as experts from the Educational Research Institute highlight the drawbacks of this practice. Teachers are often reluctant to retain students due to the legal requirement to demonstrate all efforts were made to help the student progress. However, this evaluation is complex and rarely aligns with improved educational outcomes.
Recent studies indicate that students who repeat a grade may experience slower academic progress instead of the intended benefits. The expectation that an additional year will compensate for learning gaps has not been substantiated; in many instances, it can exacerbate educational inequalities. This is particularly pronounced among students from less privileged backgrounds, who may find that retention deepens their educational disparities rather than bridging them.
The implications of these findings are significant as educators and policymakers must reconsider the efficacy of current retention policies. This critique necessitates a shift towards alternative interventions that genuinely support students' learning journeys, especially in addressing the needs of those who are already at a disadvantage. The call for reform in how educational challenges are tackled is urgent, seeking to create a more equitable system that fosters success for all students, regardless of their starting point.
