Reference Desk Digest

• Standardized Testing — March 5, 2010
• Charter Schools — February 26, 2010
• PD for Principals — February 19, 2010
• Formative Assessment — February 12, 2010
• Limited English Proficiency — February 5, 2010
• Teacher Evaluation Models— January 29, 2010
• Optimal School Size — January 22, 2010
• Response to Intervention — January 15, 2010
• Grade Retention and Dropout Rates — January 8, 2010
• 2009 in Review — December 31, 2009
• Parent Engagement — December 18, 2009
• Online Learning — December 11, 2009
• Online Professional Development — December 4, 2009
• Alternative Certification — November 20, 2009
• Class Size — November 13, 2009
• Afterschool Programs — November 6, 2009
• Middle School Mathematics — October 30, 2009
• College Readiness — October 23, 2009
• Two-Way Language Immersion — October 16, 2009
• Low-Performing Schools — October 9, 2009
• Response to Intervention — October 2, 2009
• Special Education Placement — September 25, 2009
• Dropout Prevention — September 18, 2009
• Parent Involvement — September 11, 2009
• Elementary Math Programs — September 4, 2009

The Reference Desk, using available evidence and research, provides quick-turnaround responses to questions submitted by education stakeholders around the Northeast and Islands Region. Every Friday, REL-NEI highlights one or two questions submitted to its Reference Desk.

Do Grade Retention Policies Impact Student Dropout Rates?

The Reference Desk has received several questions about high school completion and dropout prevention in the past few months. In September, this Digest highlighted a question about the effectiveness of dropout prevention programs for at-risk students.  This week’s entry asks whether or not grade retention policies may impact student dropout rates.

Question

Does retaining a student (holding back a student to repeat the same grade) place the student at greater risk for dropping out of school?  

Research Synopsis

Reference Desk researchers found that “…grade retention and low academic achievement are indicators for dropping out, and research shows that critical transition points such as the move from the middle school to high school are difficult for already struggling students” (Dynarski et al., 2008; see below). Furthermore, “those who oppose retention contend that it is not beneficial to students’ academic progress, the financial cost and cost to children’s self-esteem are too great, and it has a correlative relationship with dropping out of school” (Bowman, 2007; see below). However, according to other sources, there are a number of other factors that place a student at risk for dropping out, such as low student achievement, student absences, and student suspensions (KewalRamani et al., 2007; see below).

Publicly Available Resources

1. Status and Trends in the Education of Ethnic and Racial Minorities. KewalRamani, A., Gilbertson, L., Fox, M., and Provasnik, S.; Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education (NCES 2007-039); September 2007; 157 pages.
   

   This resource, which discusses trends in education, states that, “students may be retained in grade if they lack the required academic or social skills to advance to the next grade. However, research has shown that student retention is financially costly to school systems. In addition, students who are retained and students who are suspended from school are at risk of dropping out of school (Baker et al. 2001)” (p. 86).

2. Dropout Prevention. Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J.; Washington DC: National Center for Education Evaluation and Regional Assistance, Institute for Education Sciences; U.S. Department of Education (NCEE 2008-4025); September 2008; 66 pages.
   

   From the Introduction, “This guide is intended to be useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies… the examples illustrate practices that were noted by previously implemented dropout prevention programs as having had an impact on staying in school, progressing in school, or completing school.”

3. Grade Retention: Is It a Help or Hindrance to Student Academic Success? Bowman, L.; Preventing School Failure; vol. 49, no. 2; Spring 2005; pp. 42–46; ERIC# EJ744733.
   

   From the abstract: “Research indicates that while grade retention does not typically increase student performance, it is widely practiced in schools throughout the country. Arguments for retaining a child include immaturity, the belief that an extra year of schooling will produce successful academic outcomes, and failure to meet criteria for promotion. Those who oppose retention contend that it is not beneficial to students’ academic progress, the financial cost and cost to children’s self-esteem are too great, and it has a correlative relationship with dropping out of school. In this article, the author reviews: (a) retention policies, (b) the cost of retention, (c) factors that contribute to retention, (d) the effect of increased academic standards, (e) alternatives to retention. Finally, the author provides implications for the practice of retention and promotion policies.”

The Reference Desk also found these organizations to be helpful in learning more about dropout prevention in general:

1. National Dropout Prevention Center/Network
   

   “The National Dropout Prevention Center/Network (NDPC/N) was begun in 1986 to serve as a clearinghouse on issues related to dropout prevention and to offer strategies designed to increase the graduation rate in America's schools. In addition, the NDPC/N conducts a variety of third party evaluations and Program Assessment and Reviews (PAR).”

2. U.S. Department of Education School Dropout Prevention Program

   “The program provides grants to state education agencies (SEAs) and local education agencies (LEAs) to support school dropout prevention and re-entry efforts. The purpose of the program is to support effective, sustainable, and coordinated dropout prevention and re-entry programs in high schools with annual dropout rates that exceed their state average annual dropout rate. Middle schools that have students who continue on to these high schools also are supported.”

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