While many local superintendents say there may be value in retaining a student in third grade who cannot read at their level, they believe that decision should be made by the parents, teachers and administrators who know that student rather than legislated by law.
Portage Township Schools Superintendent Michael Berta said the proposal causes him, as an educator, to do some soul searching.
"Is that the right design for kids at that young age?" he asked. "I am having a difficult time understanding how a decision-making process that sets a standardized bar for everyone is in the best interest of all kids. Don't get me wrong, there may be some value in retention, but it depends on the student."
Indiana Superintendent of Public Instruction Tony Bennett testified Wednesday in favor of proposed legislation authored by Dennis Kruse, R-Auburn, that calls for holding back third-graders who fail the reading portion of ISTEP-Plus.
Senate Bill 528 states a student who is not reading at grade level by the end of third grade may not be promoted to fourth grade, and he or she must be provided with intensive reading interventions. That could include small-group instruction, transition classes and an extended school day, week or year as well as a summer reading program. However, there can be some exceptions.
Merrillville Community School Corp. Superintendent Tony Lux said he does not know any local school district that are not already assessing students from kindergarten through third grade. He said districts provide intense intervention to students through a variety of methods, including Title I.
With any legislation like this, it also will mean additional teachers, Lux said. He said schools are asked to do their jobs with less and less money.
School City of Hammond Superintendent Walter Watkins said, "Our responsibility as educators is to utilize every resource available to move students forward to academic success, with retention as a last resort."
Terry Spradlin, associate director at the Center for Evaluation and Education Policy at Indiana University in Bloomington, said his initial reaction to the legislation is favorable.
He said the center did a comprehensive study in 2005 on student achievement gaps that addressed the importance of early childhood and primary education. Researchers said early intervention programs for students not on grade level was critical.
"We don't want to continue passing kids to subsequent grade level without the essential skill of reading," he said, adding the intervention programs will be important.
"If it hasn't worked so far, the same instruction is not going to work in the future," Spradlin said. "Schools will have to be very purposeful in meeting the needs of those students with individualized instruction programs."
