Meta-analysis of grade retention research: Implications for practice in the 21st century

Retaining a child at grade level has become increasingly popular, consisten t with the emphasis on accountability and standards in elementary education . This article provides a comprehensive review of the research examining th e academic and socioemotional. outcomes associated with grade retention. Fo llowing a brief historical overview of previously published literature revi ews, a summary of studies published between 1990 and 1999 is provided. A sy stematic review and meta-analysis of 20 recent studies includes: outcome va riables (i.e., achievement and socioemotional adjustment), age or grade of retained population, matched or controlled for variables in analyses with c omparison groups, and the overall conclusion regarding the efficacy of grad e retention. Results of recent studies and this meta-analysis are consisten t with past literature reviews from the 1970s and 1980s. In addition to a s ummary of the results, the discussion addresses the disparity between educa tional practice and converging research regarding grade retention and sugge sts directions for practice. This review encourages researchers, educationa l professionals, and legislators to abandon the debate regarding social pro motion and grade retention in favor of a more productive course of action i n the new millennium.