Related Experiment Videos
Effects of grade retention on academic performance and behavioral development
L Pagani1, R E Tremblay, F Vitaro
1Research Unit on Children's Psychosocial Maladjustment, University of Montreal, PQ, Canada. paganikl@grip.umontreal.ca
Development and Psychopathology
|June 8, 2001
Summary
Grade retention negatively impacts children's academic performance and behavior long-term. These effects are more pronounced for boys and when retention occurs early in primary school.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Child Psychiatry
Background:
- Grade retention, the practice of making a student repeat a grade, is a controversial intervention aimed at improving academic outcomes.
- Existing research presents mixed findings on the effectiveness and consequences of grade retention for children's development.
- Longitudinal data is crucial for understanding the sustained effects of early educational interventions on academic and behavioral trajectories.
Purpose of the Study:
- To investigate the long-term academic and behavioral consequences of grade retention in primary school children.
- To examine potential gender-specific differences in the impact of grade retention.
- To determine if the timing of grade retention (early vs. later primary school) influences its effects.
Main Methods:
- Utilized data from the Quebec Longitudinal Study of Kindergarten Children.
- Employed autoregressive modeling to analyze the impact of grade retention on academic performance and behavior until age 12.
- Controlled for natural developmental trends in academic and behavioral adjustment.
Main Results:
- Grade retention demonstrated both short- and long-term negative effects on academic performance for both boys and girls.
- Anxious, inattentive, and disruptive behaviors persisted or worsened post-retention, with long-lasting associations, especially when retention occurred early.
- Boys exhibited greater vulnerability to negative academic and behavioral impacts, though girls also experienced significant academic difficulties.
Conclusions:
- Grade retention is associated with persistent negative academic and behavioral outcomes, challenging its efficacy as an educational strategy.
- The timing of retention significantly moderates its long-term impact, with early retention posing greater risks.
- While boys appear more susceptible to disruptive behavior consequences, both genders face academic challenges following grade retention.