THE EFFECTS OF EARLY GRADE RETENTION ON THE ACADEMIC-ACHIEVEMENT OF 4TH-GRADE STUDENTS

This study investigated the academic effects of early (kindergarten or first‐grade) retention on a group of fourth‐grade students who had been retained at the K‐1 level (n = 20). Two comparison groups were used: (a) fourth‐grade students who had been recommended for retention at the K‐1 level but who were not actually retained (n = 17), and (b) fourth‐grade students who had made normal progress through the grades (n = 20). No significant differences in academic achievement level were found between the retained and recommended‐for‐retention‐but‐not‐retained groups, but both of these groups of students were significantly lower on several academic achievement measures than were their normal comparison peers. The results of this study indicate that grade retention as an academic intervention was ineffective. The continued use of grade retention is discussed in relationship to the use of social promotion and other intervention alternatives. Copyright © 1990 Wiley Periodicals, Inc., A Wiley Company