Chapter 4: Is Grade Retention Educational Malpractice?: Empirical Evidence from Meta-Analyses Examining the Efficacy of Grade Retention

Current trends appear to be moving toward increased retention rates as “standards” and “accountability” have received increased emphasis in the field of education. Despite conclusions over 30 years ago that retention is “an unjustifiable, discriminatory, and noxious” policy (Abidin, Golladay, & Howerton, 1971, p. 410), grade retention has increased over the past 25 years (Hauser, Pager, & Simmons, 2000; McCoy & Reynolds, 1999; U.S. Department of Commerce, Bureau of Census, 1966, 1990). Estimates suggest that in the United States, 5 to 10% of students are retained annually—that translates to over 2.4 million children every year that must complete an extra year of schooling (Dawson, 1998a; Shepard & Smith, 1990). Research during the past decade indicates that by ninth grade 30% to 50% of students will be retained at least once (Alexander, Entwisle, & Kabbani, 1999; McCoy & Reynolds, 1999; Shepard & Smith, 1989). This meta-analysis emerges amidst a political Zeitgeist characterized by repeated calls for an end to social promotion, and the recent development of educational policies related to legislation (e.g., No Child Left Behind) aimed at increasing standards and emphasizing accountability, which may result in more children being retained at grade level (U.S. Department of Education, 1999).