Grade Retention

Effect of Grade Retention in First Grade on Psychosocial Outcomes.

In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children's externalizing and internalizing behaviors; social acceptance; and behavioral, cognitive, and affective engagement. From a large multiethnic sample (n = 784) of children below the median on literacy at school entrance, 124 retained children were matched with 251 promoted children on the bas...

Grade retention: historical perspectives and new research.

Third Grade Literacy Policies: Identification, Intervention, Retention

Introduction S tudents not reading proficiently by the end of 3rd grade are four times more likely than proficient readers to drop out of high school. 1 This fact and other recent research on the importance of early literacy skills have culminated in an intense focus on improving 3rd-grade reading proficiency. The challenges of improving literacy are, in turn, causing more state leaders to conf...

Psychosocial Fallout from Grade Retention: Implications for Educators

To identify potential counseling needs of grade-retained students, in-depth qualitative interviews with eight adolescent subjects focused on their (and a parent’s) psychosocial responses to being “left behind”. The participants universally reported highly negative developmental changes related to grade retention, including lower self-esteem, social isolation from peers, shame about being older ...

Third Grade Retention Policy Leading to Better Student Performance Statewide

The retention policy increased the number of students who repeat third grade after scoring at level 1 on the FCAT. However, the subsequent performance of these students also has improved. Sixty-two percent of the students who repeated third grade because they scored at level 1 on the FCAT subsequently improved their performance to level 2 or above. About twothirds of these students maintained t...