The students most at risk appeared to be best served. Programs that concentrated on reading and mathematics in grades 1-6 appeared most effective. Using quantitative measures, the authors summarize studies that investigated the effects of grade retention on academic achievement, psychological variables, attitudes to school, and attendance of elementary and junior high school students. In particular, they focus on studies that included educational innovations and programs designed as alternatives to retention. Based on the meta analysis, the authors conclude that the evidence continues to be negative for retention, unless other assistance is provided the retained student.
Promoted students perform better than retained students.
There is little research available on alternative programs for retained students. Promoting students who will otherwise fail is the most cost-effective strategy. Students who are promoted perform better on all types of achievement tests in later grades, have higher self-esteem, better social relations with others, and drop out at a lower rate. Any alternative program that costs less per pupil than retention can be considered cost-effective. Programs that provide students alternatives to retention prove much more effective.