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  • INTERIM RETENTION PROCESS

    Education Code section 48071, as part of Assembly Bill (AB) 104, establishes an interim retention process, applicable only to eligible pupils who were enrolled in Los Angeles Unified schools in grades K-11 during the 2020-2021 school year. An “eligible pupil” is defined as a pupil who has received deficient grades for at least one-half of the pupil’s coursework in the 2020–21 academic year.  For purposes of this policy, a deficient grade is a D, F, or a No Pass at the secondary level, or 1s at the elementary level, as determined by the District. By statute, a pupil enrolled in grade 12 during the 2020-2021 school year shall not be eligible for retention under this policy. Parents, which include the natural or adoptive parent or guardian, the person having legal custody or other education rights holder, or a student who is age 18 or older, may request retention under this process.  This policy is only in effect for the 2021-2022 school year.

  • Next Steps 

    Schools may begin receiving retention requests under Education Code section 48071/AB 104. A parent, which includes the natural or adoptive parent or guardian, the person having legal custody, or other educational rights holder, may request an application for retention for an eligible pupil. The interim retention process is as follows:

    1. If a parent wishes to request retention for an eligible pupil, the parent may submit their request in writing or by using the Interim Retention Policy Application form.
    2. Within thirty (30) calendar days of the parent’s request, the school shall offer a consultation to the parent.  The consultation shall include the following information:  
      • Discussion of all available learning recovery options, including both of the following:
        • Specific interventions and supports for the student.
        • Access to prior semester courses in which the pupil received a D or F letter grade in the 2020-21 academic year, some other form of credit recovery, or other available supports.
      • Consideration of the pupil's academic data and any other information relevant to whether retention is in the pupil's best interests, academically and socially.
      • Discussion about research on the effects of pupil retention and the types of interventions and supports that have been shown to be beneficial to pupils.
    3. Within ten (10) calendar days of the consultation, the parent will be notified of the District's decision.  If the decision is to retain, the pupil shall also be offered supplemental interventions and supports.  If the decision is not to retain, the pupil shall be offered specific interventions and supports as well as access to prior semester courses in which the pupil received a D or F letter grade in the 2020-21 academic year, some other form of credit recovery, or other available supports.

  • Information and Research About Retention
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  • What is grade retention?

  • What is social promotion?

  • What do educational experts tell us about grade retention?

  • What do educational experts tell us about social promotion?

  • What ‘works’ for our students?

  • What can schools do?

  • What can parents do?

  • Additional resources on Retention from California Department of Education: 

    • Jimerson, Shane, Sarah M. Woehr, and Amber M. Kaufman. 2007.  Grade Retention and Promotion: Information for Parents  (PDF). Bethesda, Maryland: National Association for School Psychologists (accessed April 28, 2016).  (Grade retention is one of the most powerful predictors of high school dropout. In adolescence, retained students are more likely to experience problems such as poor interactions with peers, disliking school, behavior problems, and lower self-esteem.)
    • Learning Disabilities Association. 1998.  To Promote or Retain?  Pittsburgh, PA:Learning Disabilities Association (accessed July 6, 2015).  (The weight of the evidence of literally hundreds of studies shows that retaining children does not produce higher achievement. Rather than flunking students, schools should provide high quality instruction for children who find learning difficult.)
    • Thompson, C. and E. Cunningham.  2000.  Retention and Social Promotion: Research and Implications for Policy   (PDF). ERIC Digest Number 161 (accessed July 6, 2015). (Retaining students, regardless of the grade at which they are retained, increases the likelihood that they will drop out of school. Consistent with the Chicago findings, the advantage for retained students declined each year and disappeared altogether after three years.)
    • California Department of Education regarding students with disabilities and retention (link: https://www.cde.ca.gov/sp/se/sr/promoretntn.asp).