Same Old, Same Old? Students’ Experiences of Grade Retention under Chicago’s Ending Social Promotion Policy

2007 ◽  
Vol 113 (4) ◽  
pp. 605-634 ◽  
Author(s):  
Susan Stone ◽  
Mimi Engel
Keyword(s):  
Grade Retention ◽  
Social Promotion ◽  
Promotion Policy

scholarly journals Revisiting Grade Retention: An Evaluation of Florida's Test-Based Promotion Policy

2007 ◽  
Vol 2 (4) ◽  
pp. 319-340 ◽  
Author(s):  
Jay P. Greene ◽  
Marcus A. Winters
Keyword(s):  
New York ◽  
Public School ◽  
Grade Retention ◽  
School Students ◽  
Public School Students ◽  
Promotion Policy ◽  
Individual Level ◽  
Retained Students ◽  
Level Data ◽  
The Impact

In 2002, Florida adopted a test-based promotion policy in the third grade in an attempt to end social promotion. Similar policies are currently operating in Texas, New York City, and Chicago and affect at least 17 percent of public school students nationwide. Using individual-level data on the universe of public school students in Florida, we analyze the impact of grade retention on student proficiency in reading one and two years after the retention decision. We use an instrumental variable (IV) approach made available by the relatively objective nature of Florida's policy. Our findings suggest that retained students slightly outperformed socially promoted students in reading in the first year after retention, and these gains increased substantially in the second year. Results were robust across two distinct IV comparisons: an across-year approach comparing students who were essentially separated by the year in which they happened to have been born, and a regression discontinuity design.

Beyond grade retention and social promotion: Promoting the social and academic competence of students

2005 ◽  
Vol 43 (1) ◽  
pp. 85-97 ◽  
Author(s):  
Shane R. Jimerson ◽  
Sarah M. W. Pletcher ◽  
Kelly Graydon ◽  
Britton L. Schnurr ◽  
Amanda B. Nickerson ◽  
...  
Keyword(s):  
Grade Retention ◽  
Social Promotion ◽  
Academic Competence ◽  
The Social

scholarly journals The Effect of Grade Retention on High School Completion

2009 ◽  
Vol 1 (3) ◽  
pp. 33-58 ◽  
Author(s):  
Brian A Jacob ◽  
Lars Lefgren
Keyword(s):  
High School ◽  
School Districts ◽  
Grade Retention ◽  
High School Completion ◽  
Drop Out ◽  
Promotion Policy ◽  
School Completion ◽  
Low Achieving Students ◽  
Eighth Grade Students ◽  
Causal Impact

Low-achieving students in many school districts are retained in a grade to allow them to gain the academic or social skills that teachers believe are necessary to succeed academically. In this paper, we use plausibly exogenous variation in retention generated by a test-based promotion policy to assess the causal impact of grade retention on high school completion. We find that retention among younger students does not affect the likelihood of high school completion, but that retaining low-achieving eighth grade students in elementary school substantially increases the probability that these students will drop out of high school. (JEL I21, J13)

scholarly journals Social Promotion in Primary School: Effects on Grade Progression

2019 ◽  
Vol 39 (1) ◽  
Author(s):  
Margaret Leighton ◽  
Priscila Souza ◽  
Straub Stephane
Keyword(s):  
Primary School ◽  
Negative Selection ◽  
Social Promotion ◽  
School Effects ◽  
Promotion Policy ◽  
Percentage Points ◽  
The Social ◽  
Early Primary ◽  
Grade Progression

<p>This paper evaluates the effect of relaxing promotion criteria in early primary school on grade delay in later years. Exploiting variation in primary school repetition policies across Brazilian municipalities, we find that social promotion in junior primary years reduces grade delay, and that some of this reduction persists through the transition to senior primary school. Cohorts of twelve-year-old students who have been exposed to the social promotion policy since they were seven have almost 5 percentage points fewer members who are delayed a year or more in their studies than do similar cohorts who faced the threat of retention every year. We also find that, when the option is available, students sort across schools in response to the policy in a way consistent with negative selection into social promotion.</p>

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