A prospective, longitudinal study of the correlates and consequences of early grade retention

The characteristics of children retained in early elementary school and the effects of retention on achievement and adjustment were examined throughout the elementary years and again at age 16 years. When compared to a group of nonretained children who displayed similar levels of early achievement and were comparable on two measures of intelligence, the retained subjects were more likely to be males with significantly poorer adjustment. Parents of comparison children were higher on IQ and were more involved with the school than parents of retained children. Controlling for initial levels of achievement and adjustment, little evidence was found supporting retention as an intervention for improving educational outcomes. The retained group showed a temporary advantage in math achievement, but this disappeared as both groups faced new material. Moreover, the retained group exhibited significantly lower emotional health in the sixth grade. It is concluded that elementary grade retention was an ineffective intervention for both achievement and adjustment.