Retention and Promotion

Characteristics of Retained Students

Numerous studies have examined the gender and ethnic characteristics of retained students. Boys are twice as likely to repeat a grade as girls, and retention rates are higher for minority students, particularly African American and Latino children. In general, retained students have lower achievement scores relative to the average student in a classroom. Yet, it is essential to consider additional characteristics of this population because low achievement is not a distinguishing characteristic among retained and promoted students when studied in isolation. Compared to equally low-achieving but promoted peers, research reveals that retained students do not consistently have lower intelligence quotient (IQ) scores. However, children who are retained are more likely to have mothers with lower IQ scores than their peers who are promoted despite low academic achievement. Another significant factor in determining whether a student will be retained is the level of parents' involvement in school and their attitude toward their child's education. Low parent involvement and a less-than-positive attitude toward their child's education are associated with a child who is more likely to be retained.

Students who are retained are often reported as experiencing difficulties in both intrapersonal and interpersonal areas. Within these realms, factors contributing to the decision to retain include significantly less confidence, less self-assuredness, less engagement, greater levels of immaturity, and evidence of more behavior problems compared to their similarly low-achieving, but promoted peers. Teachers have also reported that retained students are less popular and less socially competent than their peers. Thus, it is evident that social behavior plays a significant role in the decision of whether to use retention as an intervention. Available research indicates that retained students are a diverse group of children with an assortment of challenges influencing their low achievement, behavior problems, and poor classroom adjustment.

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