Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-14T17:25:54.872Z Has data issue: false hasContentIssue false
  • English
  • Français

The Effect of Grade Repetition on the Academic Performance of Infants and Primary Students

Published online by Cambridge University Press:  29 October 2015

Dianna Kenny
Dianna Kenny*
Affiliation:
Cumberland College of Health Sciences, Sydney, Australia
Get access

Abstract

The present study examined the effects of repetition on the academic performance of students in grades one to five. Subjects (n = 122) were all selected by their schools for repetition at the end of the school year. Of these, 74 repeated the grade and the remaining 48 proceeded to the next grade because these students' parents rejected the schools' recommendations to repeat their children. All children were pre- and post-tested on a range of standardized, class-based and criterion-referenced tests to determine the academic effects of repetition and promotion on students.

Although the repeated group showed a significant improvement in place in grade, analysis of variance yielded very few differences between repeated and promoted students on the standardized academic measures, although trends favoured the promoted group. It was concluded that repetition is of limited benefit in enhancing academic performance, although the gains were sufficient to allow favourable comparisons of repeated students with their new peer groups, as measured by their place in grade, leading teachers to conclude that substantial improvements had occurred.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 5 , Issue 2 , November 1988 , pp. 11 - 16
Copyright
Copyright © Australian Psychological Society 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

A.C.E.R. (1976). Annotated catalogue of educational tests and materials. Australian Council of Educational Research, Hawthorn, compiled by Jeffrey, P. & Johnson, B. Test of Learning Ability, (Grade 4) and Test of Learning Ability (Grade 6).Google Scholar
Ames, L.B. (1980–81). Retention: A step forward. Early Years/Parent, 10–11.Google Scholar
Armstrong, H.G. (1966). A comparison of the performance of summer and autumn born children at eleven and sixteen. British Journal of Educational Psychology, 36, 72–76.Google Scholar
Baenen, N.R. (April 1981). A research summary: The effects of grade retention on elementary students. ERIC Ed, 196, 556.Google Scholar
Chansky, N.M. (1964). Progress of promoted and repeating grade I failures Journal of Experimental Education, 32 (3), 225–237.Google Scholar
Chase, J.A. (1968). Study of the impact of grade retention on primary school children. Journal of Psychology, 70 (2), 169–177.Google Scholar
Coffield, W.H. & Blommers, P. (1956). Effects of non-promotion on educational achievement in the elementary school. Journal of Educational Psychology, 47, 235–250.Google Scholar
De Lemos, M.M. (1981). Raising the age of entry to school: What is the evidence? Australian Journal of Early Childhood, 6 (3), 39–43.Google Scholar
DiPasquale, G., Moule, A. & Flewelling, R. (1980). The birthdate effect. Journal of Learning Disabilities, 13, 234–238.Google Scholar
Dobbs, V. & Neville, D. (1967). The effect of nonpromotion on the achievement of groups matched from retained first graders & promoted second graders. Journal of Educational Research, 60 (10), 472–475.CrossRefGoogle Scholar
Gogelman, K. & Gorbach, P. (1978). Age of starting school and attainment at 11. Educational Research, 21 (1), 65–66.Google Scholar
Goodlad, J.I. (1954). Some effects of promotion & non-promotion upon the social and personal adjustment of children. Journal of Experimental Education, 22 (4), 301–328.CrossRefGoogle Scholar
Gredler, G.R. (1980). The birthdate effect: fact or artifact? Journal of Learning Disabilities, 13 (5), 239–242.CrossRefGoogle ScholarPubMed
Haddad, W.D. (March 1979). Educational & economic effects of promotion & repetition practices. Staff Working Paper No. 319 World Bank, Washington D.C. Google Scholar
Haney, W. & Madaus, G. (1978). Making sense of the competency testing movement. Harvard Educational Review, 48 (4), 462–484.Google Scholar
Holmes, C.T. & Matthews, K.M. (Summer 1984). The effects of nonpromotion on elementary & junior high school pupils: A meta-analysis. Review of Educational Research. 54 (2), 225–236.Google Scholar
Hubbell, B.A. (1981) Grade retention policies at the elementary school level. Dissertation Abstracts International, 41, 2932A (Uni microfilms, No. 81 – 02 736).Google Scholar
Jackson, G.B. (1975). The research evidence on the effects of grade retention. Review of Educational Research, 45, 613–635.Google Scholar
Johansson, B.A. (1965). Criteria of school readiness. Stockholm Studies in Educational Psychology. Stockholm: Almquist & Wiksell.Google Scholar
Kenny, D.T. (1985a). The effect of repetition on the academic performance of primary school repeaters. Australian Journal of Special Education, 9 (2), 16–23.Google Scholar
Kenny, D.T. (1985b). Patterns of grade retention in N.S.W. primary schools. Australian Journal of Remedial Education, 11 (4), 158–164.Google Scholar
Kenny, D.T. (1987). Grade repetition in N.S.W., government primary schools: An evaluation of frequency, patterns and outcomes. Unpublished Doctoral Thesis, Macquarie University, Sydney.Google Scholar
Kerzner, R. (1982). The effect of rentention on achievement. Unpublished Master’s Thesis, Kean College of New Jersey. (ERIC Document Reproduction Service No. ED 216 309).Google Scholar
Lieberman, L.M. (1980). A decision-making model for ingrade retention. Journal of Learning Disabilities, 13 (5), 40–44.Google Scholar
Lindelow, J. (March 1982). Synthesis of research on grade retention & social promotion. Educational Leadership, 471–473.Google Scholar
McAfee, J.K. (1981). Toward a theory of promotion: Does retaining students really work? ERIC Document Reproduction Service No. ED 204 871.Google Scholar
Moore, R.S. (1984). The cradle and the gap. In Marshner, B. & Connaught, C. (Eds), A blueprint for education reform, 231–250 (ERIC Document EA 017 236).Google Scholar
Neale, M.D. (1966). Neale analysis of reading ability. London and Basingstoke: MacMillan Education Ltd.Google Scholar
Nikalson, L.B. (October, 1984). Nonpromotion: a pseudo-scientific solution. Psychology in the Schools, 484–499.Google Scholar
N.S.W. Department of Education (1983). Grade Repetition — Progress Report. Government Printer.Google Scholar
Ogden, K.W. (1971). An evaluation of nonpromotion as a method of improving academic performance. University of South California Thesis Ed.D., Uni Microfilms, 71–21,484.Google Scholar
Otto, H.J. (1935). Promotion policies and practices in elementary schools. Education Monograph No. 5, Educational Test Bureau, Inc., Minneapolis – Philadelphia, p. 159–160.Google Scholar
Plummer, D. Lineberger, M.H. & Graziano, W.G. (1986). The academic and social consequences of grade retention: A convergent analysis. In Katz, K.G. (Ed), Current topics in early childhood education. Vol. 6. Norwood, New Jersey: Ablex.Google Scholar
Reinherz, H. & Griffin, C.L. (Jan 1970). The second time around. The School Counsellor, 213–219.Google Scholar
Rose, J., Medway, F., Cantrell, V. & Marus, S. (1983). A fresh look at the retention promotion controversy. Journal of School Psychology, 21, 201–211.Google Scholar
Sampson, J. (1970). Trends in primary age-grade relationships in New South Wales. Unpublished document, Division of Researching and Planning, N.S.W. Department of Education.Google Scholar
Sandoval, J. (1984). First grade promotional practices: Implications for the school psychologist’s role: A symposium. Psychology in the Schools, 21, 457–463.Google Scholar
Schonell, F.J. & F.E. (1954). Diagnostic and attainment testing, including a manual of tests, their nature, use, recording and interpretation. 2nd ed., Edinburgh: Oliver and Boyd.Google Scholar
Spodek, B. (1984). The past as prologue: Exploring the historic roots of present day concerns in early childhood education. Paper presented at the Annual meeting of the American Educational Research Association. New Orleans, April 23–27.Google Scholar
Uphoff, J.K. & Gilmore, J. (1986). Pupil age at school entrance — How many are ready for success? Young Children, 41 (2), 11–16.Google Scholar
Walker, N. (1984). Elementary school grade retention: Avoiding abuses through systematic decision-making. Journal of Research and Development in Education, 78(1), 1–6.Google Scholar
Wechsler, D. (1967). Manual for the Wechsler Preschool and Primary Scale of Intelligence. New York: Psychological Corporation.Google Scholar
Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children — Revised. New York: Psychological Corporation.Google Scholar
Williams, T., Batten, M., Girling-Butcher, S. & Clancy, J. (1981). School and work in prospect: 14 year olds in Australia. ACER Research Monograph, No. 10.Google Scholar