When retained students are compared with non-retained students in the same year in school (offset comparisons), retention effects on math test scores are positive¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 Offset (same-year-in-school) Lag 1 comparisons yielded all positive effects (.053 to .677; M = .341), three statistically significant. → Marsh 2017
Evidence¶
Marsh 2017¶
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T. and Lichtenfeld, S. (2017). Long-term positive effects of repeating a year in school: six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology, 109 (3). pp. 425-438. https://doi.org/10.1037/edu0000144
q3 · i1 · causal · r2
Offset comparisons (conducted separately for retention groups in Years 5-7; not possible for the repeat Year 8 group) compared retained students' test scores with non-retained students from the previous wave in the same year in school; all six printed effect sizes were positive, ranging from ES = .053 to ES = .677 with mean ES = .341, three statistically significant.
"For these offset comparisons, all 6 ESs (based on total effects in Table 2) were positive (.053 to .677; M = .341) in favor of the retention group, and three were statistically significant."
Discussion¶
Related Claims¶
- Retention substantially improves school grades in the first year (math grades ES = 1.010), with gains maintained in subsequent years — related
- Retention improves perceived positive teacher support, but not perceived parental assistance or peer appreciation of math — related
- Retention effects are developmentally invariant across students retained in Years 5, 6, 7, and 8, and mostly positive overall — a broader claim this one bears on
- Grade retention has positive effects on math self-concept in the first year following retention, maintained over subsequent years — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
retention-positive-offset-test-comparisons |
title |
When retained students are compared with non-retained students in the same year in school (offset comparisons), retention effects on math test scores are positive |
description |
When retained students are compared with non-retained students in the same year in school (offset comparisons), retention effects on math test scores are positive |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — marsh-2017 |
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