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Related Experiment Video

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Published on: April 28, 2016

The Differences between Retained and Promoted Children in Educational Services Received.

Lisa S Peterson¹, Jan N Hughes

¹Texas A&M University.

Psychology in the Schools

|February 19, 2011

Summary

Grade retention for first graders did not increase remedial services compared to promoted students. Retained students actually received fewer services in the repeat year, suggesting retention is used as a primary intervention rather than part of a comprehensive plan.

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Area of Science:

Education
Developmental Psychology

Background:

Grade retention is a common intervention for students struggling academically.
The effectiveness and implications of retention on educational services require further investigation.

Purpose of the Study:

To compare remedial educational services received by retained first-grade students versus similarly low-achieving promoted students.
To analyze service differences in the year prior to retention and the year of retention/promotion.

Main Methods:

Study included 769 low-achieving first graders (165 retained, 604 promoted).
Propensity scores were used to control for the probability of retention.
Remedial service counts were compared between groups across two academic years.

Main Results:

No difference in services received during the pre-retention year.
Retained students received fewer services in the year they repeated first grade compared to promoted second graders.
Retained students showed a greater decrease in services from the pre-retention to the repeat year.

Conclusions:

Grade retention may be implemented as a standalone intervention.
Retention might not be integrated into a broader remediation strategy for struggling students.
Findings suggest a need to re-evaluate the role of grade retention within comprehensive educational support systems.