Elementary Grade Retention in Texas and Reading Achievement Among Racial Groups: 1994–2002

Abstract

Students who failed the Texas mandatory third grade reading test were followed through their sophomore year in high school. Comparisons of reading scores between third grade students who repeated the grade and their socially promoted classmates revealed that the positive effect of retention persisted over time. Retention in third grade benefited low‐performing readers regardless of race. Supplemental analyses found that the results are not likely attributable to selection biases, differential attrition of students from the panel, changes in the special education status of students, and regression to the mean effects. Making students repeat a grade, when supplemented with additional educational assistance, can benefit academically challenged children.

Effect of retention in elementary grades on dropping out of school early

“…For example, if the retention decision was made in 1st grade, the performance of promoted students the following year, when they were in 2nd grade for the first time would be compared to the performance of retained students two years later, when they were in 2nd grade for the first time. Educators have suggested that same grade comparisons are more reasonable than same age comparisons in studies of the effect of retention on achievement, because same age comparisons test retained students over content that they have not yet encountered (Wu, West, & Hughes, 2008b; Lorence & Dworkin, 2006). …”

Grade retention and its association with school misconduct in adolescence: a multilevel approach

“…In many countries, the practice of grade retention is widespread (Switzerland: Bonvin, Bless, & Schuepbach, 2008;Germany: Ehmke, Drechsel, & Carstensen, 2010;US: Jimerson, 2001;Lorence & Dworkin, 2006;Canada: Pagani, Tremblay, Vitaro, Boulerice, & McDuff, 2001;Belgium: Juchtmans et al, 2011;Van Petegem & Schuermans, 2005). Proponents believe that giving students ''the gift of time'' will put them back on track for normal educational growth.…”

Achievement at whose expense? A literature review of test-based grade retention policies in U.S. school

“…Xia and Kirby (2009) found that the vast majority of studies that demonstrated immediate gains from retention also showed that those effects began to dissipate two to three years after the retention, and completely disappeared after several years with retained students falling behind again. Lorence and Dworkin's (2006) and Lorence, Dworkin, Toenjes, and Hill's (2002) studies in Texas and Alexander, Entwisle, and Dauber's (1994) longitudinal study in Baltimore found much longer-lasting positive effects of retention, but they too decreased over time. Xia and Kirby (2009) did note that in some of these studies where students showed longer-lasting gains (e.g., Lorence & Dworkin, 2006), an intervention was also provided; however, researchers were unable to determine if the improvement was linked to retention or intervention.…”