IMPACT OF GRADE RETENTION ON STUDENT ACHIEVEMENT
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Topic Statement
Grade retention is a controversial topic in education. Grade retention is a decision made
by principals, teachers, and parents.1 It is a common practice in numerous countries
(Kretschmann et al., 2019). Grade retention can stem from various reasons, but most commonly
it is due to the lack of academic achievement and lack of academic performance from the
student. Parents can also request grade retention for personal choices. The concern is the
effectiveness of retention in increasing student performance due to the repetition of a certain
grade level. The decision to retain a student is made in hopes that the student will gain
knowledge or skills. While this does provide students a second chance at success, it comes with
associated costs.
Practices, Policies, and Procedures that Relate to the Topic
Educators need to be aware of these studies and the impact of student retention to make
the most informed decisions during a retention decision meeting. The importance of
understanding the implications of student retention is essential for educators. Student retention
studies show that some students are academically successful after being retained but carry
emotional consequences. Studies also show that there are long-term effects of retention on
student’s self-esteem and how they perceive themselves as a student. Student motivation is
negatively affected by grade retention (Kretschmann et al., 2019).
Importance of the Topic
Grade retention for students especially in elementary school has remained as a strategy to
increase success despite the negative effects. Many studies have found that grade retention has
negative impacts, but the practice of retaining students is continuing in the majority of American
schools. An ample amount of research has been done on the effectiveness of grade retention due
IMPACT OF GRADE RETENTION ON STUDENT ACHIEVEMENT
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to the contradictory results (Santos & Monteiro, 2024). To consider a student for retention,
teachers look at several pieces of data to determine whether a student should be considered for
grade retention. This data may include state test scores, school-wide test screener scores, and
student achievement in the classroom. Santos and Monteiro (2024) detail the belief of teachers
that retention will allow a student time to develop the required skills to reach the learning goals
for that grade level. While a student may have extra time to develop needed skills, the negative
impacts on student morale will suffer. Older students are likely to suffer self-esteem issues from
grade retention. Studies found that repeating in the sixth and seventh grades showed the strongest
links with dropping out in high school (Giano et al., 2022). Students need motivation to learn and
if that key component is missing, student achievement will not reach its full potential.1 Teachers
should offer support to students who are at-risk of retention before the end of the school year.
Grade retention is likely to affect a student’s well-being and is necessary to support these
students during this phase (Rathmann et al., 2020).
Steps That Have Been Taken to Address the Topic
Many public school districts are under regulations set forth by the Government. Schools are
measured on their achievement and through producing distinguished learners of the curriculum.
Schools feel pressure to achieve higher test scores. Grade retention for students is one way that
schools propose to bring test scores up to par. Pipa et al. (2024) study findings suggest that grade
retention is ineffective and suggests a wide range of interventions as an alternative. Test scores
will always be a factor in academic achievement. Students need to feel successful in order to buy
into their own education. Many students might have a lower sense of belonging to a school due
to lower academic self-concept (Van Canegem et al., 2021). Schools have offered extended
IMPACT OF GRADE RETENTION ON STUDENT ACHIEVEMENT
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school days, more targeted instruction and developed new instructional methods as opposed to
student retention.
Biblical Worldview
Students who have low self-esteem due to academic failures are the ones who are often in
need of essential support. It is critical that Christian educators should seek to create a school
climate where students are nurtured. Promoting values that are both academically and biblically
focused shapes a student’s character. Encouraging all students to have values both academically
and biblically is essential. Apply thine heart unto instruction, and thine ears to the words of
knowledge (King James Bible, 1769/2024, Proverbs 23:12). Christian educators can help support
students not only academically but biblically as well. Students with high morale are more likely
to feel confident in their academic abilities and persevere during challenging situations. Moral
support and encouragement through prayer can contribute to student growth and performance.
IMPACT OF GRADE RETENTION ON STUDENT ACHIEVEMENT
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References
Giano, Z., Williams, A. L., & Becnel, J. N. (2022). Grade retention and school dropout:
Comparing specific grade levels across childhood and early adolescence. The Journal of
Early Adolescence, 42(1), 33–57. https://doi.org/10.1177/02724316211010332
King James Bible. (2024). King James Bible Online. https://www.kingjamesbibleonline.org/
(Original work published 1769)
Kretschmann, J., Vock, M., Lüdtke, O., Jansen, M., & Gronostaj, A. (2019). Effects of grade
retention on students’ motivation: A longitudinal study over 3 years of secondary school.
Journal of Educational Psychology, 111(8), 1432–1446.
https://doi.org/10.1037/edu0000353
Pipa, J., Daniel, J. R., & Peixoto, F. (2024). Effects of grade retention in lower secondary
education on students’ self‐concept, self‐esteem, goal orientations, and school career.
Psychology in the Schools, 61(5), 1897–1921. https://doi.org/10.1002/pits.23145
Rathmann, K., Loter, K., & Vockert, T. (2020). Critical Events throughout the Educational
Career: The Effect of Grade Retention and Repetition on School-Aged Children’s Well-
Being. International Journal of Environmental Research and Public Health, 17(11),
4012. https://doi.org/10.3390/ijerph17114012
Santos, N. N., & Monteiro, V. (2024). Second grade retention: Beliefs, decision‐making styles,
and factors involved in the decision process. Psychology in the Schools, 61(4), 1646–
1666. https://doi.org/10.1002/pits.23130
Van Canegem, T., Van Houtte, M., & Demanet, J. (2021). Grade retention and academic self‐
concept: A multilevel analysis of the effects of schools’ retention composition. British
Educational Research Journal, 47(5), 1340–1360. https://doi.org/10.1002/berj.3729
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