Department of Special Education and Communication Disorders
Department of Special Education and Communication Disorders: Faculty Publications
Document Type
Learning Object
Date of this Version
9-2014
Citation
Strategy brief
Building and Sustaining Student Engagement series (September 2014)
Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States
Abstract
Conclusion
Based on the host of research regarding the use of retention and its detrimental effects, schools should look to more effective methods of improving student academic or behavioral performance. There are a variety of things that the schools can do, including summer school, peer tutoring, reading programs, and establishing individual interventions for students who need more intensive supports. The bottom line is that neither retention nor demotion are effective disciplinary policies, as neither addresses the underlying issues. There is no evidence supporting the use of retention or demotion as effective disciplinary consequences, as each has potentially strong negative impacts on students.
Grade retention or demotion as a disciplinary consequence has no evidence of effectiveness in changing behavior, and has serious short and long-term detrimental effects on students. Its use is not recommended. No endorsement of its use should be implied as a result of this Brief!
Related Strategy Briefs
Related briefs include: Academic Support and Tutoring, Out of School Time Programs, Parent and Family Involvement, and Saturday School.
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