Retained sixth graders had lower achievement growth than promoted low-achieving counterparts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In all three comparisons, retained or predominantly retained sixth graders showed lower achievement growth than promoted counterparts, persisting two years after the decision; the selection-controlled model estimated growth 6 percent lower, with no standardized effect size printed. → Nagaoka 2004

Evidence¶

Nagaoka 2004¶

Nagaoka, J., & Roderick, M. (2004). Ending Social Promotion: The Effects of Retention. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/ending-social-promotion-effects-retention

q3 · i? · causal · r2

Regression-discontinuity-style comparisons around the sixth-grade cutoff and a selection-controlled statistical model indicate retained sixth graders' growth was "6 percent lower than that of their low-achieving counterparts who were promoted," an effect remaining two years after the decision. The report prints no standardized effect size.

"Estimates from a statistical model that controls for selection effects (Comparison 3) suggests that achievement growth of retained sixth graders was 6 percent lower than that of their low-achieving counterparts who were promoted."

Discussion¶

Related Claims¶

• Mid-year promotions after retention neither helped nor harmed students' tested achievement in basic skills — related
• Retained third and sixth graders were placed in special education at about three times the rate of comparable low-achieving students — 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
• Third-grade retention under the Chicago policy produced no sustained academic benefits or substantial negative effects — related
• Fewer than 60 percent of retained third and sixth graders in 1998 and 1999 raised their test scores to the promotional cutoff even with an extra January chance to pass — related
• Retained students showed smaller three-year achievement gains than previously socially promoted students, though Rasch adjustment erased the gap for once-retained third graders — a broader claim this one bears on
• Retention under Mississippi's test-based promotion policy led to substantial and sustained 6th-grade ELA gains for retained students — reports the opposite