NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED484914
Record Type: Non-Journal
Publication Date: 2004
Pages: 4
Abstractor: Author
Reference Count: 9
ISBN: N/A
ISSN: N/A
Good for Nothing: In-Grade Retention
Kenneady, Lisa M.
Intercultural Development Research Association
Data from the Texas Education Association (TEA) show that 177,340 students (4.6 percent) in kindergarten through grade 12 were retained in 2001-02. This is enough students to fill Texas Stadium more than 2.5 times. Of this number, roughly 59,812 were elementary school students (grades kindergarten through six). There are several problems with in grade retention. Typically, students are retained for low achievement in one or two subjects, but they are required to retake an entire year?s worth of coursework. Plus, they are usually placed in the same environment the second time that did not support their learning the first time around. Often, this results in punishing children for not learning what they have not been taught or taught well. The research is very clear: the effects of retention are harmful. As early as the 1930s, studies reported the negative effects of retention on academic achievement. Retention harms students academically and socially. According to retention research, 50 percent of students who repeat a grade do no better the second time, and 25 percent actually do worse. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.]
Publication Type: Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.