This paper analyzes the value of student retention practices, or of flunking students, and presents viable options. Advocates of retention argue that it prevents future academic failure, ensures mastery of the basic skills necessary for success in higher grades, and motivates students. However, others argue that retention is associated with…

The Texas Education Code requires the Texas Education Agency to submit a comprehensive biennial report on the number of students retained in grade level in the Texas public school system. This report presents a summary of the literature on the effects of grade level retention on the academic, social, and psychological development of students,…

The Texas Education Code requires the Texas Education Agency to submit a comprehensive biennial report containing a summary of information related to grade level retention of students in the Texas public school system. This report looks at retention in Texas based on data collected over a 3-year period, beginning with the 1993-94 school year. The…

This report examines the limitations of research that has been conducted on the effects of retention and social promotion. It reexamines seven research studies that provide strong evidence based on strong methodology that includes the following three characteristics: (1) the studies identify the basis of comparison, that is, whether they are…

An analysis of sex differences in promotion and non-promotion rates in an inner city public high school in Chicago (Illinois) supports the findings of national studies on the promotion trends of black students. A review of the literature reveals the following major trends among black males: (1) black males tend to avoid intellectual engagement and…

This paper outlines two approaches for improving outcomes for students at risk for academic failure. Both take a systemic approach to the problem by focusing on how specific circumstances create a reality of failure for many students. One school analyzed factors related to retention/promotion decisions and determined that four factors directly…

The academic performance of 86 mainstreamed learning-disabled students was compared with that of 87 low-achieving students. Significant differences were found between the groups' grades in social studies and health but not in science. Of intelligence quotient, reading level, and absence rates, only absence rates differentiated between ninth grade…

Provides for those involved in retaining a child a concise, cumulative report of recent literature and research on elementary grade retention. Most research indicated that elementary school level retention does not effectively increase academic achievement among low-achieving students. Research-based decision making on this issue is a must. (RJM)

In the Cleveland (Ohio) Public Schools, the percent of students who are retained in grade, or who are not promoted, is high. At the high school level, retention rates ranged from 9 percent to 47 percent in the 1988-89 school year. School characteristics that correlate with the rate of retention are studied in an attempt to understand some of the…

The education dollar is poorly spent when students drop out of school, and even more poorly spent when students repeat grades. A review of the research on student promotion and grade repetition discloses two basic philosophies underpinning practices in this area. Those arguing for grade repetition assume that academic factors determine success and…

This article identifies as problems both social promotion and minimum competency decisions. The author analyzes the need for attention to individual differences and proposes that educational excellence within a compulsory system can be achieved only when standards are adjusted in accordance with individual differences. (MM)

This publication focuses on the retention/promotion debate regarding failing and low-achieving students. An introductory essay describes the inherent limitation in the research done on this issue--the impossibility of obtaining an appropriate control group--and suggests that the retention/promotion quandary can best be resolved by accommodating…

Ten annotations of literature in the ERIC system that discuss the pros and cons of grade retention for low-achieving students are presented in this booklet. (Author/MLF)

This paper--part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002--discusses high-stakes testing. Specifically, it examines the high-stakes testing program in Chicago public schools, a grade-promotion policy that uses a standardized test as the primary basis for promotion. Although…

In order to identify factors which indicate a student would benefit educationally from retention, and to provide information and recommendations to educators, parents, and others involved in the decision to retain a child, this paper addresses the issue of retention in four major areas: the historical basis of retention, negative and positive…