Did you know that in Canada, nearly 10% of students experience grade repetition at some point in their academic journey?
Grade repetition, commonly known as ‘streaming’ or grade retention, is a strategy employed to support students who have not achieved the necessary academic standards for progression. The primary goal is to offer these students an opportunity to solidify their understanding of core subjects, allowing them the time needed to develop crucial academic and social skills.
Advocates of this practice argue that an extra year can help bridge learning gaps and reinforce a student’s confidence, ensuring that they have the foundational knowledge to succeed in higher grades. Proponents believe that by mastering subjects at their own pace, students build a stronger base, which could lead to improved long-term educational outcomes. In this context, grade repetition is seen as a safety net, an intervention meant to foster resilience and promote skill development where it might be lagging.
Why Grade Repetition Falls Short
While grade repetition is often viewed as a way to help struggling students catch up, research indicates that it fails to deliver the long-term benefits that many hope for. Academically, students who repeat grades often show minimal improvement in performance, and many continue to face challenges even after being held back. Studies suggest that, despite the extra time spent in the classroom, these students may still struggle with the same academic difficulties when they advance to the next grade.
Also, the emotional and social toll of repeating a grade can be significant. Students may experience diminished self-esteem and increased anxiety, which can affect their overall engagement with school. Socially, older students may feel disconnected from their younger peers, which can lead to feelings of isolation and frustration. This emotional strain can ultimately undermine the goal of helping these students thrive academically.
Grade repetition also places a financial burden on schools and parents. Schools face increased costs for additional resources, staffing, and specialized support services, which can strain budgets. Parents may also incur extra costs for tutoring, childcare, or other academic support. The added year in school can also delay a student’s entry into college, putting them at a disadvantage in an already competitive higher education landscape.
The Disproportionate Impact of Grade Repetition on Black Students
Grade repetition has a disproportionate impact on Black students in Canada. Studies have shown that Black students, particularly those from lower socio-economic backgrounds, are more likely to be subjected to grade repetition, contributing to ongoing academic struggles (Read more here). For example, a recent report highlighted the fact that Black youth are less likely to perceive their academic aspirations as achievable, with only 60% believing they can obtain a university degree, despite 94% aspiring to one. This misalignment between aspirations and outcomes is a significant factor in the cycle of grade repetition.
The long-term effects of repeated grade retention on Black students are profound, including increased dropout rates, lower self-esteem, and a continued gap in educational attainment. These outcomes often perpetuate socio-economic disparities, limiting career opportunities and economic mobility. Additionally, these students may face systemic biases that affect their treatment and perceptions in the classroom, further compounding their academic challenges.
The Financial Burden of Grade Repetition: A Waste of Resources
Grade repetition has a significant financial impact on school boards across Canada. On average, it costs school districts between $5,000 and $15,000 per student who repeats a grade, depending on the province and the level of support needed. The Ontario government says it will spend $13,852 per student in 2024-2025, up from $13,584 in the current school year(here).
However, the financial expenditure on grade repetition often fails to yield a positive return on investment. Studies have shown that students who repeat grades are less likely to graduate on time or perform well in subsequent academic years. For instance, research from the Canadian Education Association indicates that repeated retention leads to a cycle of failure, rather than academic success. Additionally, the more the students remain in the system without adequate support, the more costly it becomes to keep them enrolled and engaged without achieving meaningful outcomes.
Rather than funding the repeated cycle of struggling students, we advocate for reallocating these funds toward more effective interventions such as more educational support staff in the classroom, culturally relevant curriculum and tailored academic support programs that can help students catch up and succeed without being held back.
By investing in solutions that address the root causes of academic struggles, rather than just prolonging the problem, school boards can help struggling students avoid unnecessary grade repetition, ultimately leading to better academic outcomes, improved graduation rates, and more efficient use of public resources. This shift in strategy would be a more sustainable and cost-effective solution for both the students and the educational system at large.
A Culturally Relevant Solution: Empowering Black Students to Avoid Grade Repetition
At the heart of the challenge of grade repetition for Black students is the recognition that many educational curricula and teaching methods were not designed with their specific needs in mind. Traditional teaching models often fail to reflect the cultural backgrounds and learning styles of Black students, leading to disengagement and academic struggles. This lack of inclusivity has contributed to an alarming cycle of grade repetition, where students who are not doing well are held back, further isolating them academically and socially.
To address this, our nonprofit is taking a proactive and culturally responsive approach by providing applied and locally developed courses designed by a team of Black educators. These courses are tailored to meet the unique needs of Black students who are struggling academically, offering them the chance to catch up without the stigma and setbacks of repeating a grade. By designing a curriculum that speaks directly to their cultural context and personal experiences, we aim to make learning more relevant and engaging for these students.
Research has shown that when students see themselves reflected in the curriculum, their academic performance improves. A study by Ladson-Billings (1994) highlights that culturally relevant pedagogy, which integrates students’ cultural references into learning experiences, fosters higher engagement and academic achievement. Furthermore, a report from the American Institutes for Research (AIR) supports the idea that culturally responsive teaching can help bridge achievement gaps and prevent students from falling behind, reducing the need for grade repetition.
Our applied and locally developed courses will not only focus on closing academic gaps but also prioritize building self-confidence and a sense of belonging within the classroom. By providing this support, we believe that Black students will not only catch up but also develop a greater sense of participation in their education, leading to improved academic outcomes and a decreased likelihood of grade repetition. This initiative is an essential step toward ensuring that Black students receive the education they deserve; one that recognizes their unique experiences and empowers them to succeed.
A Partnership that Will Work
School boards have a unique opportunity to support the development and implementation of locally tailored educational programs that specifically address the needs of struggling students, especially those from marginalized communities such as Black students. One of the most impactful ways they can contribute to this solution is by partnering with organizations like ours, which are committed to creating culturally relevant, academically rigorous courses designed to bridge gaps in learning.
Research highlights the importance of culturally responsive teaching in improving outcomes for Black students. By redirecting funding that would otherwise go toward grade repetition, school boards can invest in specialized courses that are designed by Black educators who understand the cultural and academic challenges these students face.
For example, school boards can provide funding for curriculum development, teacher training, and student support services to ensure the success of these programs. In addition to financial support, school boards can offer access to schools, resources, and a platform for raising awareness about the effectiveness of culturally relevant courses. A study from the National Education Association found that targeted support for underserved students, such as personalized learning programs and culturally responsive teaching, has proven to improve graduation rates and overall academic achievement. By partnering with such initiatives, school boards can not only reduce the need for grade repetition but also improve long-term outcomes for these students.
Collaboration with our nonprofit would allow school boards to be directly involved in the creation and implementation of applied and locally developed courses. School boards can also facilitate partnerships with community organizations, parents, and local businesses to ensure that these programs align with the real-world needs of students. This collaborative approach can help create a learning environment that is inclusive and responsive to the unique needs of Black students, ultimately reducing the disproportionate rates of grade repetition.
In conclusion, school boards have an essential role to play in supporting educational equity. By funding and supporting culturally relevant courses for struggling students, they can break the cycle of grade repetition, reduce the financial burden on the educational system, and create a more inclusive environment where Black students, and all students, have the opportunity to thrive. This proactive approach not only benefits the students but also strengthens the educational system as a whole, making it more reflective of the diverse communities it serves.
