ERIC Number: ED316923
Record Type: RIE
Publication Date: 1988-Sep
Reference Count: 0
Supporting Paper on Retention Position Statement for National Association of School Psychologists.
Dawson, Margaret; And Others
Retention, the practice of requiring a student to repeat a particular grade or of delaying the entry to kindergarden or first grade of a child who is of appropriate chronological age, remains a common educational custom although little research exists to validate its effectiveness. The literature review on retention effects contained within this document concludes that retention shows no clear benefits for students in terms of academic gains, personal and/or social growth, or attitude improvement toward school; furthermore, the review indicates that the policy of retention has increasingly been criticized for having negative effects in all these areas, and it has recently become associated with an increased risk of dropping out of school. While it may be that retention helps some small percentage of students, our ability to predict exactly which students will benefit is exceedingly limited. Given this lack of convincing evidence supporting the use of retention, this document suggests that it is imperative that school psychologists and educators give careful consideration to other options and alternatives that will better meet the needs of low-achieving students. (36 references) (KM)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: National Association of School Psychologists, Washington, DC.