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Do certain groups of children profit from a grade retention?
Author(s) -
Niklason Lucille B.
Publication year - 1987
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198710)24:4<339::aid-pits2310240408>3.0.co;2-2
Subject(s) - grade retention , psychology , retention rate , developmental psychology , academic achievement , marketing , business
Abstract As more children are being held back a grade as a result of tougher academic standards, the practice of retention and its effects was studied in two Utah school districts. Retention was not found to benefit the children academically or in personal or social adjustment. The purpose of this article is to further analyze the data in order to study retention effects for subgroups of children commonly believed to profit from being retained. In this reanalysis, three independent variables were added in order to address the following questions: (a) Is retention beneficial for children if supplementary academic instruction is provided? (b) Is retention beneficial if the children are average or above in intelligence? (c) Also, is retention beneficial if it occurs in kindergarten or 1st grade? Retention was not found to benefit these subgroups of children.