The threat of retention produced statistically significant increases in 3rd-grade math and reading performance before the retention decision¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The threat of retention led to statistically significant and substantial increases in student math and reading performance within the 3rd grade, prior to the retention decision. → Comprehensive Early Literacy Policy: Fundamental Principles 2024

Evidence¶

Comprehensive Early Literacy Policy: Fundamental Principles 2024¶

Comprehensive Early Literacy Policy: Fundamental Principles. (2024). ExcelinEd Policy Toolkit. https://www.excelined.org

q2 · i? · theoretical · r1

The toolkit summarizes Winters (2018), The Costs and Benefits of Test-Based Promotion, reporting that the threat of retention raised within-3rd-grade math and reading performance before any retention decision occurred.

"The threat of retention led to statistically significant and substantial increases in student math and reading performance within the 3rd grade, prior to the retention decision."

Discussion¶

Related Claims¶

• Retention under Mississippi's test-based promotion policy led to substantial and sustained 6th-grade ELA gains for retained students — related
• Third-grade retention under the Chicago policy produced no sustained academic benefits or substantial negative effects — related
• Neither promotion nor retention significantly closed the achievement gap of low-achieving students close to the cutoff, and the lowest achievers deteriorated further — related