PARENTS: 3rd grade reading bill takes away control over your child’s education!

For You Michigan!—

You Are WRONG about Retention!

There are some issues, like the loss of recess and retention of third graders, that make no sense at all. I can sometimes understand mistakes, attribute them to people being clueless, but when it comes to retention the research is there. Anyone who knows how to read and puts some time into it will learn there is no point in using retention. It’s harmful to children.

“I’ve heard from educators in my school districts and they’ve told me that the state should not be mandating when students should be held back,” said State Representative Scott Dianda . “The teachers and educators in our schools know best when they should talk to parents about holding a child back. This bill essentially tells local teachers and parents that they don’t know best, and that is why I can’t support it and why I voted no on House Bill 4822.”

“Yes, our kids need to be good readers. But pushing mandates on our local schools and asking them to add new programs when they are already struggling to afford the programs they already have to teach and help our kids, is the wrong way to go about improving reading skills,” said Dianda. “This needs to be left up to our local teachers, educators and parents.”

Rep. Julie Plawecki Opposes HB 4822

Published on Oct 16, 2015

A bill that would mandate retention without parental consent of third graders who have trouble reading.

“… the fact remains that retention will hit the low-income, at-risk students the hardest. It was estimated that in one of my school districts – in which 37% of students qualify for free and reduced lunches – were this bill to pass, 52% of it’s 3rd grade class would be retained based on their 2013-2014 MEAP scores, because of course we don’t have the M-Step scores back yet. This legislation fails to address core issues that would more effectively address the impact of poverty, and opportunity for greater success in school, and again directs resources toward a failure-based model, rather than addressing coordination of services and quality early childhood programming.”

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