A Synthesis of Grade Retention Research: Looking Backward and Moving Forward

Abstract

Amidst an era emphasizing educational standards and accountability, and politicians calling for an end to social promotion, the practice of grade retention has become increasingly popular. Consistent with the political zeitgeist across the country, the California Legislature has recently approved bills directing educational professionals to establish promotion performance standards. These actions have revived many debates regarding the relative merits and limitations of grade retention and social promotion. Given the abundance of research examining the efficacy of grade retention as well as alternative prevention and intervention strategies, education professionals are encouraged to make informed decisions. School psychologists are in a unique position to play an important role in encouraging educational professionals to use interventions with demonstrated effectiveness. This synthesis of grade retention research provides a review of: (a) research examining the effects of grade retention on academic achievement, (b) research examining the effects of grade retention on socioemotional adjustment, (c) research exploring long-term outcomes associated with grade retention, (d) a conceptual framework to facilitate interpretation of the research, and (e) ideas to move forward in identifying and implementing effective alternatives to grade retention. School psychologists and other educational professionals are encouraged to incorporate the research literature when advocating for appropriate prevention and intervention services on behalf of students.