The effects of early grade retention on academic achievement at subsequent grades.

Abstract

Grade retention continues to be a common educational practice in the United States. Educators have typically used this procedure as a means of addressing academic deficits demonstrated by students. Although numerous research studies have been conducted to examine the efficacy of grade retention, conflicting results are reported at the first grade level. Few studies have addressed the issue of ethnicity and grade retention, although retainees are typically minority students. The purpose of this study was to examine the effects of first grade retention on second grade achievement in a predominately Hispanic population. In addition, this study examined the effects of retention based on gender. Seventy-three students who were retained in the first grade served as the subjects in this study. Each subject was matched with two promoted control students based on reading achievement, math achievement, language achievement, ethnicity, sex, birthdate, socioeconomic status and primary language of the home. Academic achievement was compared at the end of the students' second grade years. Results indicated that the reading, language and math scores of the retained subjects and the reading, language and math scores of the nonretained counterparts did not differ significantly. Differences of retention benefits based on ethnicity and gender were not evident. The results were discussed in relation to results obtained from previous research studies. Investigation of alternative strategies to address student academic deficits was indicated.