UC Santa Barbara

Grade retention is an intervention widely used in the United States that has students repeat a grade if they do not meet grade level benchmarks. Research on the effectiveness of this intervention has been studied for more than a century, and while individual studies have found varying results, previous meta-analyses have revealed no significant benefits for retained students. The most recent meta-analysis synthesizing retention research was published in 2001 (Jimerson, 2001), and in the over twenty years since its findings there have been numerous studies published and a number of mandatory retention policies have been passed in States across the US. This meta-analysis contributes a summary and synthesis of 45 studies from the 21st century to understand the current trends in retention research and how the results of contemporary studies compare to findings from previous time periods. Across 801 analyses, the overall average effect size was not statistically significant (Hedges’ g = .00). Narrow effects within subcategories of academic achievement and social-emotional adjustment were also not statistically significant, which supports previous meta-analysis conclusions regarding the lack of support for retention as an educational intervention. The lack of effectiveness shown calls into question the persistent use of grade retention, and a discussion on the importance of implementing evidence-based practices in the school system is warranted.