The Impact of Elementary and Intermediate Grade Retention in Texas

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Table 17. The Role of Teachers

Abstract

The present research follows the academic performance of a low performing cohort through their sophomore year of high school. The academic progress of over 35,000 third grade Texas students who failed the state’s 1994 reading test but were socially promoted to the fourth grade was examined. The impact of retention in later grades decreased over time. But contrary to much previous research retained students, regardless the year of retention, significantly outperformed their counterparts, after adjusting for initial differences between the two groups of students. The findings indicate that retention in later elementary grades may benefit student academic achievement.

Author

• Jon Lorence, University of Houston