Authors' objectives

To examine the academic and socioemotional outcomes associated with grade retention.

Searching

Databases including ERIC and PsycINFO were searched from 1990 to 1999 using search terms such as 'grade retention', 'grade repetition', 'nonpromotion', 'grade failure', 'flunked', 'failed' and 'retained'. Additional studies were identified by reviewing the references in each retrieved publication. Theses and conference presentations were also reviewed.

Study selection

Assessment of study quality

No formal assessment of validity was undertaken.

Data extraction

The outcome of each relevant analysis was coded with respect to its significance: i.e. statistically-significant results favouring retained students, no significant differences between the groups, or statistically-significant results favouring the comparison group (see Other Publications of Related Interest). All of the studies were coded by at least two individuals and most were coded by three. Any discrepancies were resolved through discussion and through re-examination. Effect sizes were calculated for each study. In studies where group means and standard deviations were not included, the authors were asked to provide the necessary data. Analyses with insufficient statistical information, or where the variables were examined in a single study, were excluded from the meta-analysis.

The data were extracted into the categories of: academic achievement; socioemotional adjustment; outcome by grade or age; the grade at which students were retained; and whether the comparison group was matched or controlled by IQ, academic achievement, socioemotional adjustment, socioeconomic status or gender.

Methods of synthesis

Results of the review

Twenty studies with a total of 21,229 participants were included in the review. Of these, 1,161 retained students and 1,651 comparison students were included in the socioemotional and behavioural outcomes.

Socioemotional and behavioural outcomes: 9% of the analyses favoured the comparison group of students, approximately 5% favoured the retained students, and 86% indicated no significant differences between the two groups.

Authors' conclusions

Studies published during the last decade, which have examined the efficacy of grade retention on academic achievement and socioemotional adjustment, report results that are consistent with the converging evidence and conclusions of research from earlier in the century, i.e. grade retention does not provide greater benefits to students with academic or adjustment difficulties than does promotion to the next grade.

CRD commentary

The review question was clear and the study selection criteria were clearly stated. The literature search seemed reasonably comprehensive considering the subject area (education). The validity of the primary studies was not formally assessed. In addition, there were no formal tests for assessing heterogeneity, although it is likely that heterogeneity would have been found since the socioemotional adjustment outcomes were very diverse, ranging from self-esteem to school satisfaction. Little information was provided on the review process, in terms of the numbers of reviewers involved in selecting the literature. No formal test for publication bias was reported.

The author's conclusions follow from the research findings reported.

Implications of the review for practice and research

Practice: The author states that it is necessary to implement empirically validated early intervention programmes to assist children at risk of school failure, and that school psychologists should explore alternative interventions.

Research: The author states that further research should be directed to alternative remedial educational strategies.

Bibliographic details

Jimerson S R. Meta-analysis of grade retention research: implications for practice in the 21st century. School Psychology Review 2001; 30(3): 420-437.

Other publications of related interest

Jackson G. The research evidence of the effects of grade retention. Review of Educational Research 1975;45:613-35.

Indexing Status

Subject indexing assigned by CRD

MeSH

Achievement; Child; Education; Educational Measurement; Retention (Psychology)

AccessionNumber

12001006324

Database entry date

31/01/2003

Record Status

This is a critical abstract of a systematic review that meets the criteria for inclusion on DARE. Each critical abstract contains a brief summary of the review methods, results and conclusions followed by a detailed critical assessment on the reliability of the review and the conclusions drawn.