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Grade retention rates among students with learning disabilities.

J McLeskey1, K L Grizzle

  • 1Department of Curriculum and Teacher Education, Indiana University, Bloomington.

Exceptional Children
|May 1, 1992
PubMed
Summary

Many students with learning disabilities face grade retention before official identification. This practice suggests retention is used as an intervention prior to formal diagnosis and support.

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Grade retention is a disciplinary measure used for students facing academic challenges.
  • Students with learning disabilities often experience academic difficulties that may lead to retention.

Purpose of the Study:

  • To investigate the prevalence and implications of grade retention among students identified with learning disabilities.
  • To examine if grade retention is utilized as a remedial strategy before formal identification of learning disabilities.

Main Methods:

  • A retrospective data analysis was conducted on 689 students.
  • Data were collected from students referred and identified as having learning disabilities in Indiana during the 1987-88 school year.

Main Results:

  • 58% of students identified with learning disabilities had experienced grade retention prior to their identification.
  • This indicates a trend of using retention as an intervention before a formal diagnosis.

Conclusions:

  • Grade retention is frequently employed as a remediation strategy for students with learning disabilities before they are officially identified.
  • The study discusses the implications of this practice and explores alternative interventions to address the academic needs of these students.

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