A fresh look at the retention-promotion controversy

Rose, Janet S.; Medway, Frederic J.; Cantrell, V.L.; Marus, Susan H.

doi:10.1016/0022-4405(83)90015-8

Cited by 58 publications

(36 citation statements)

References 10 publications

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“…Bock's (1977) review of studies concluded that grade repetition is not an effective device to ensure greater mastery of elementary school subject matter. Rose et al (1983) also come to a similar conclusion. The consequence of grade repetition without appropriate courses of action is that retention leaves the struggling learners who are already lagging behind their same-age peers even further and further behind.…”

Section: Opportunity To Learnsupporting

confidence: 74%

“…Grade repetition/retention, in the eyes of the struggling learners, is often a sign of academic failure, and this perception has deleterious effects on their cognitive and affective development (Holmes 1989;McCoy and Reynolds 1999;Meisels and Liaw 1993;Rose et al 1983). From the self-regulatory learning perspective (Pintrich and De Groot 1990;Pintrich 2004), grade repetition requires the struggling learners academic resiliency so as to circumvent the adversities ahead of them, and a number of cognitive and emotional traits which are central to the functioning of the brain manifested during learning, such as self-efficacy, self-concept, motivation, and anxiety, are affected (Anderson et al 2005;Finlayson 1977;Goodlad 1954;Pajares 1996;Pajares and Schunk 2001;Pintrich 2003a, b;White and Lee 1973;Wigfield et al 2012;Wu et al 2010).…”

Section: Student Self-regulationmentioning

confidence: 99%

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What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study

Sit

Cheung

Cheong

et al. 2015

Asia Pacific Educ. Rev.

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Most schools in Macao are private schools, and there is a variety of grade repetition policy practiced in the 45 secondary schools. The policies are translated into school-based accountability of some kind of minimum competency standards. The objective of this study is to uncover the mediation mechanisms accounting for the influences of grade repetition on student performance. Three mechanisms are postulated to explain the performance of the adolescent grade repeaters: (1) insufficient opportunity to learn, (2) inadequate self-regulation of students, and (3) inappropriate teacher guidance and management. Based on the Programme for International Student Assessment 2012 Study, the three identified mechanisms (involving eight mediation variables) together explain 0.7 grade level worth of schooling. The implication is that unless remedial programs and courses of action for the grade repeaters can be shown empirically to be effective, it is not a good idea for Macao schools to maintain their grade repetition policies without teachers' proper guidance and instruction.

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Section: Opportunity To Learnsupporting

confidence: 74%

Section: Student Self-regulationmentioning

confidence: 99%

What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study

Sit

Cheung

Cheong

et al. 2015

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

show abstract

“…Walters and Borgers (1995) emphasized that educational professionals "must be cognizant of these trends if they are to be effective advocates in helping all children to develop to the best of their potential" (p. 308). Similarly, others have recommended that school psychologists take an active role in the districtwide promotion policy-making process as well as identifying and evaluating alternatives to retention (Rose, Medway, Cantrell, & Marus, 1983). Since school psychologists serve as consultants to teachers and parents, it is important that they disseminate the most current research findings on retention and outline the potential repercussions of a retention decision in addition to identifying possible alternatives.…”

Section: Perspectives Of Educational Professionalsmentioning

confidence: 96%

Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school

Jimerson

Anderson

Whipple

2002

Psychology in the Schools

273

180

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The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long-term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings.

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“…The review of the literature by Jimerson, Carlson, Rotert, Egeland, and Sroufe (1997) concluded that teacher recommendations, classroom performance, social and/or emotional functioning, and performance on standardized assessments often influenced retention decisions. Teacher recommendations appeared to be a key variable in determining which children are recommended for retention (Rose, Medway, Cantrell, & Marus, 1983;Sandoval, 1984;Tanner & Galis, 1997); however, building administrators historically made the final decision (Ellwein & Glass, 1989;Rose et al). Less is known about current grade retention decision-making practices.…”

Section: Grade Retention Decision Makingmentioning

confidence: 97%

Grade retention: Current decision‐making practices and involvement of school psychologists working in public schools

Schnurr

Kundert

Nickerson

2009

Psychology in the Schools

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Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long-term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision-making practices, as well as school psychologists' knowledge, beliefs, and opinions regarding retention. Actual and ideal roles of school psychologists in grade retention decisions were also examined. Participants included 250 school psychologists randomly selected from the membership of the National Association of School Psychologists. Results revealed that the decision to retain is a subjective one, typically made by a team. Responding school psychologists did not support retention and found the research moderately applicable to practice. However, most school psychologists indicated that they were not centrally involved in decision making. Findings also revealed a desire among school psychologists for increased involvement in developing and/or implementing programs aimed at improving performance and consulting on the effects of retention. C 2009

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A fresh look at the retention-promotion controversy

Cited by 58 publications

References 10 publications

What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study

What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study

Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school

Grade retention: Current decision‐making practices and involvement of school psychologists working in public schools

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