GRADE RETENTION AMONG STUDENTS WITH LEARNING-DISABILITIES

This study explored the rates of grade retention among children with u ndiagnosed learning disabilities. During the 1990-91 school year, data were collected on 344 Michigan students who were referred for special -education evaluation due to learning problems. Of the 201 students de termined to possess a learning disability (LD), 71.6% had been retaine d at least once before they were referred for special-education evalua tion. Minority and urban LD students were more apt to be retained befo re being referred for evaluation. Retained LD students were usually on e year older than nonretained LD students at the time of special-educa tion referral. Although retention among LD students did not appear to be related to gender or grade placement, retained LD students generall y exhibited lower levels of intelligence and weaker skills in reading comprehension, writing, and math at the time of their referral. (C) 19 96 John Wiley & Sons, Inc.