Grade repetition in infants and primary school: Weighing the evidence Dianna Kenny Professor of Psychology University of Sydney February 2006 Grade repetition in infants and primary school: Weighing the evidence

Boys :// in ratio 3:2 Rural boys 2x :// urban boys Year 1 most often selected for :// Commonest profile = rural boy in grade 1 = 10% :// (1982) Overall :// rate in 1982 = 15%

Overseas research on grade repetition

Research Questions on Grade Repetition

419 teachers completed the Q from 148 schools

NO difference between the four groups on fathers’ occupation, number of children in the family, child’s position in the family or IQ.

Examined sample of 132 children from 22 schools to look at reason for repetition – three main reasons: age, behaviour and academic.

Repeating did not help one group more than another 12/132 children did worse in the repeated year 68/132 showed no or minimal improvement in the repeated year In the year after repeating, 43 showed no change or a deterioration in performance 14 students improved by more than 25% in the year after :// 40% :// students improved by >25% in the :// year; 30:// maintained that improvement in the year following :// Results consistent with all previous research Sex, IQ and reason for repeating could not predict these outcomes

Field study of grade repetition

:// children improved their class ranking by an average of 27%

But improving class ranking did not mean increased academic achievement. :// and promoted children performed equally on the maths, reading and spelling tests.

Effects of repetition on social-emotional adjustment

Three year follow up

Three year follow up

Three year follow up

Three year follow up

Three year follow up

Recent research Harrington-Lueker (1998) Grade repetition a strong predictor of school dropout Summer, weekend and transitional programs are partly successful alternatives Retention vs. Social Promotion. Harrington-Lueker, Donna School Administrator; v55 n7 p6-12 Aug 1998 Abstract Led by Chicago Public Schools, many districts have adopted strict retention and promotion policies, often abandoning social-promotion programs that pushed students ahead with their peers regardless of achievement. Research shows that grade repetition is a strong predictor for dropping out. Summer, weekend, and transitional programs are partly successful alternatives.

Recent research Van Sciver & Fleetwood (1997) Program to reduce grade 1 retention due to below grade reading ability 1) making reading fun 2) new reading material 3) parental participation 4) scheduled reading time 5) reading requirements; and 6) teachers' aides in classrooms Retention rates declined after implementation Title Heading Off First-Grade Retention. Author VanSciver, James H; Fleetwood, Linda M Source Young Children; v52 n7 p16-18 Nov 1997 Abstract Describes a reworking of a Title 1 program in Lake Forest, Delaware schools, to eliminate first grade retention due to substandard level of reading ability. The process included: (1) making reading fun; (2) new reading material; (3) parental participation; (4) scheduled reading time; (5) reading requirements; and (6) teachers' aides in classrooms. Found that retention rates declined after implementation.

Recent research Darling-Hammond (1998) The negative effects of grade retention should not become an argument for social promotion. Complementary alternatives enhancing professional development for teachers employing redesigned school structures (like multi-age grouping) that support more intensive learning providing targeted supports and services when needed employing classroom assessments that better inform teaching. Title Alternatives to Grade Retention. Author Darling-Hammond, Linda Source School Administrator; v55 n7 p18-21 Aug 1998 Abstract The negative effects of grade retention should not become an argument for social promotion. Four complementary alternative strategies include enhancing professional development for teachers, employing redesigned school structures (like multiage grouping) that support more intensive learning, providing targeted supports and services when needed, and employing classroom assessments that better inform teaching. .

Conclusions remain unchanged across the decades Owings & Magliaro (1998) Today's retention rate is high, matching that of the early 1900s Retained students are more likely to drop out Retained students are more likely to be male Retention harms learners Title Grade Retention: A History of Failure. Author Owings, William A; Magliaro, Susan Source Educational Leadership; v56 n1 p86-88 Sep 1998 Abstract As this historical overview shows, viewing grade retention as a panacea for education woes ignores its negative effects on children. Today's retention rate is high, matching that of the early 1900s. Retained students are more likely to drop out, have underprivileged backgrounds, be male and African American, and have less educated parents. Retention actually harms learners.