Effects of grade retention on academic performance and behavioral development

This study examined the controversial practice of grade retention and child ren's academic and behavioral adjustment using data from the Quebec Longitu dinal Study of Kindergarten Children. We employed an autoregressive modelin g technique to detect the impact of being held back during primary school o n subsequent academic performance and behavioral development until age 12 y ears. The results indicate both a short- and long-term negative influence o n academic performance for boys and girls. Children's anxious, inattentive, and disruptive behaviors persisted and, in some cases, worsened after grad e retention. These prospective associations were long lasting and more pron ounced when grade retention occurred early in primary school. Boys were mor e vulnerable to the negative influence of grade retention on academic perfo rmance and classroom disruptiveness. Disruptive behavior in girls was compa ratively less associated with long-term consequences than boys. Nevertheles s, girls experienced both short- and long-term academic performance problem s in the aftermath of grade retention. Children's prosocial behavior appear ed unaffected by grade retention. These results are independent of what wou ld have been expected by the natural course of academic and behavioral deve lopment.