The permanency of retention and the message it sends students may have long-term effects on self-esteem and school attachment that may override even short-term academic benefits (1995).
~Melissa Roderick, the Hermon Dunlap Smith Professor at the Crown Family School of Social Work, Policy, and Practice, the University of Chicago
Sometimes failing at a task or endeavor might be instructive. Most of us will experience failure, maybe often, and learning to be resilient in the face of it can create stamina and character. But being retained in school is a failure that many students may never overcome. It’s time to end retention and focus on solutions that work, that lift children!
There has been much debate about this over the years, yet it seems increasingly unnecessary, as there are enough child-friendly alternatives that render retention outdated and ill-informed. Retention simply isn’t necessary!
Many alternatives exist to support students without failing them. Summer school, smaller class sizes, small group instruction, looping two classes with the same teacher, a mixed-grade class, tutoring, and assistance with resource classes can help children catch up.
That hasn’t stopped some educators and non-educators from promoting third-grade retention as a major reform since 2003. It has persisted despite extensive research showing it doesn’t work.
Sadly, as of 2025, 17 states and the District of Columbia require third graders to repeat a year if they fail tests. English language learners and students who use alternative assessments may be exempt.
Students from lower socioeconomic backgrounds have always been retained at higher rates.
Middle School Hell
Melissa Roderick, a well-regarded expert on this issue, whose bio is linked above, has numerous studies and a book on retention, its effects on retained students, and the dropout effect.
Roderick points out that retention becomes a major issue in middle school because retained students are overage. This leads children to become disengaged, and that stigma they’ve carried since being retained may push them to drop out (1994).
Imagine middle school students who tower over their peers and who have already developed into students who look like they should be in high school.
If you still aren’t convinced, Matt Barnum of Chalkbeat reports on a new and unique study, Early Grade Retention Harms Adult Earnings, by economist Jiee Zhong of Miami University, which demonstrates that children who are retained might show initial progress but will eventually face significant employability problems, including lower earnings as adults.
The study should be taken seriously and aligns with many studies, like Roderick’s, that have been considered for decades, showing that children are more likely to drop out of school after being retained. Research has consistently and strongly shown this connection over the years.
The author of the new study found that third-grade retention deepened existing inequality.
She states:
Third graders who had to repeat a grade in Texas were far less likely to graduate from high school or earn a good living as young adults, nearly two decades later. The harmful effects were quite large and came despite initial improvements in test scores.
Mississippi Deception
Mississippi has been given accolades for student improvement, with students making early test gains, partly credited to retention, although there’s controversy over this and concern about comprehension and the later decline in 8th-grade scores.
Carey Wright, the state superintendent behind the changes to Mississippi’s schools, which included retention, claims in Barnum’s Chalkbeat report that students there received small-group instruction and they never focused on retention
But they did retain students. The New York Times presented a flattering report about the Mississippi gains, How Mississippi Transformed Its Schools From Worst to Best, reporting that they hold back 6 to 9 percent of third graders each year (2026). Students take the test the following year after intense reading instruction. This has been controversial as well.
Also, Mississippi’s children may have been held back earlier. Oklahoma Watch found in 2024-25, Mississippi held back 8.2% of kindergarteners, 7.8% of first-graders, fewer than 5% of second graders and 6% of third graders, according to the latest report on the state’s Literacy Based Promotion Act. It’s unclear how many children, if any, have been retained twice.
Retention always raises questions about whether children may need more time between kindergarten and third grade to learn, perhaps being pushed to read too soon. What if they hadn’t been retained and had received intensive reading instruction throughout? Fourth grade is not an insignificant year for learning to read better.
While reading success is noteworthy by third grade, it doesn’t have to be the pressured year for students to prove their reading skills; that’s another issue.
Focus on Support
Wright is right that small groups might help children who are behind, but why do children need to be retained to make that happen?
Retention believers often argue that it’s wrong to simply promote students. They’re also right. The learning difficulties students bring to school should never be ignored. Students are entitled to critical assistance when they aren’t making progress in school.
But Shane Jimerson from the University of California, Santa Barbara showed in a Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century that children who are promoted, without extra help, still do better than those who are retained. Jimerson called for an end to the debate and stressed that neither retention nor social promotion of a student with difficulties was good. Children need help with their school difficulties.
As I pointed out earlier, there are various solutions to retention. Children don’t have to leave school with such a stigma. My favorite is looping. I’ve seen it work wonderfully!
Looping two years with one teacher is one great solution. Teachers get to know students for two years, understand their progress in reading and math, and bring them up to speed. Unlike retention, which funds another school year for a child, there’s no extra cost to this. The child would be in the next grade anyway and is never made to feel like a failure! A well-qualified teacher, in tune with this process, is critical for this class.
Scores of research studies show that retention harms students in the long term, and no child deserves to be demeaned because they have learning difficulties.
The retention debate is old and stodgy, perpetuated over the years by those doing studies to try to prove it works, who refuse to think outside of the box for better alternatives.
We should know better now! There’s no need to retain children and undermine their self-belief. It’s time to focus on solutions that lift students, like looping, rather than leaving children feeling like they’ve failed.
References
Roderick, M. (1994). Grade Retention and School Dropout: Investigating the Association. American Educational Research Journal, 31(4), 729–759. https://doi.org/10.3102/00028312031004729
Mervosh, S. (2026, January 11). How Mississippi Transformed Its Schools From Worst to Best. The New York Times. Retrieved at: https://www.nytimes.com/2026/01/11/us/mississippi-schools-transformation.html
Jimerson, S. R. (2001). Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century. School Psychology Review, 30(3), 420–437. https://doi.org/10.1080/02796015.2001.12086124
Addendum
I have written about this topic many times. It’s disappointing to see there have been few, if any, changes concerning this serious issue. Here are a few other posts.
13 Reasons Why Grade Retention is Terrible, and 12 Better Solutions
Why Do Science of Reading Advocates Accept Unscientific Third-Grade Retention?
Michigan fortunately no longer retains third graders but the points in this post are important.
FORCE & FLUNK: Destroying a Child’s Love of Reading—and Their Life
Here’s a hyperlink to the New York Times report referenced above:
https://www.nytimes.com/2026/01/11/us/mississippi-schools-transformation.html?unlocked_article_code=1.DlA.UKBh.Jx_7PrqsA7i2&smid=url-share
Yes, it’s behind a paywall. But I want to gently encourage readers who care about literacy, education, and public policy to subscribe to at least one strong national publication. Over the past couple of decades, more and more citizens have come to rely primarily on social media, blogs, and partisan or advocacy organizations for news. The result, often unintentionally, is that people fall into echo chambers that can disconnect them from mainstream expertise, large-scale data, and institutions that are accountable for getting facts right.
I saw this very clearly in my own community. Local school officials would say one thing, while researchers and experts at Stanford, UC Berkeley, UCSF, and even our own county health department were saying something very different. I don’t question the expertise of people in their own domain, but sometimes people were speaking confidently about topics that could have been clarified or even contradicted with a single phone call to a subject-matter expert.
That gap should concern all of us, because it shows how easy it is for information ecosystems to drift away from broader research, data, and expertise. That’s one reason I believe it’s important to read reporting from organizations that have the resources to do national, on-the-ground reporting and data analysis — places like the New York Times, Washington Post, Bloomberg, American Public Media, and others. You don’t have to agree with everything they publish — I certainly don’t — but they employ experienced reporters, editors, and fact-checkers, and they have reputations that depend on getting things mostly right over long periods of time.
I used both sources. I trust opinionated media less. It often uses anecdotal examples that can’t be generalized to the public, or it cites studies, like Barnum did in Chalkbeat (a good thing).
Hard to discount the enormous body of research on retention over the years, Brian, especially when it is unnecessary ever to fail a child, since there are better solutions. Why put a child through the stigmatizing? I’ve listed solutions over and over!
Also, the researchers Roderick (sociologist), Jimerson (psychologist), and Zhong (economist) are not to be ignored. Roderick did extensive studies on this topic. So did Jimerson, and I have a huge list of others I’ve collected over the years. I am also aware of only a few studies that claim retention is a good thing. But why, when it’s unnecessary?
If you don’t believe me, you might try visiting a middle school and check out the overgrown children struggling to survive there because they were retained. I taught that age group for many years, and I can tell you it was tough to watch, very hard to help them see that being retained shouldn’t matter. It was easy to see why dropping out is so common.
I’ve been saying this for decades! Holdovers were the most disengaged disruptive students I taught.
Thank you, Lawrence! That, sadly, was my experience as well. Parents and teachers might believe they are helping that little child, without realizing that by middle school, it’s a curse. Not that littles get a kick out of it. I have known kindergartners whose spirits have been broken when their friends move on and they’re left behind.
Nancy, I had a really good comment from my “tales from the trenches” and lived experiences then I got a “nonce verification failed” and my comment was lost. Dang! Here’s what I know: there a great support systems for students IF teachers take advantage of them (I did) and I worked well with the resource teachers — never bothered me to let them the students out of class for extra help. Yes! There are some big kids and they do get teased for get into fights (especially middle school). Also, as I learned, it is easier to dismiss “they can’t learn anything” labeling children as behavior problems. Yes, I read all the cum files and realized others thought it was too much work to attend meetings “…if I don’t get paid for it, forget it…” I heard that many times. Children have many processing issues and it does take time to get to the root problem. One child (Yes, I taught elementary as well) was looking at the board and started crying. I said, “What’s a matter, buddy?” He told me he saw everything perfect, but when it went into his brain it got all jumbled. From undiagnosed attention deficit to eyeglasses to hearing, they are issues that prevent students from becoming who they will be. One student I had could not pass (at the time) the CAHSEE. So, I said, “Hearing okay? Eyesight okay?” That’s when she said, “Well, she had a brain disorder, so she can’t see out of one eye.” Another student could not hear out of her left ear. There are lots of things that as a teacher, I was not told, however, learned by asking questions and listening. You are right students can be very cruel to other students and our district, no matter what, never retained students. There were many things I could not do at certain times in my life, but a year later, my brain matured, new synapses were formed and BAMM! learning was easier. I have so many examples and always thought to myself, “Did anyone read the child’s file?” In the movie “Gifted Hands,” starring Cuba Gooding, Jr. as Ben Carson, Carson was labeled “dumb” but all he needed was glasses.
Thanks for allowing me to share.
Thank you, Rick. Your point about eyesight and hearing is especially good here. I could not get the multiplication board drill as a child until they learned I needed glasses. It made all the difference in the world, but I never knew my eyesight was less than ideal. Every child should get such screenings in school.
And absolutely, there are many ways to address student learning difficulties without resorting to retention, but I am learning that many teachers and parents cling to retention and dismiss research studies. Too bad, really.
My thanks to Diane Ravitch.
https://dianeravitch.net/2026/03/24/nancy-bailey-why-are-we-still-debating-retention-there-are-better-alternatives/
Tom Ultican also wrote an informative post about this issue:
https://tultican.com/2026/03/22/grade-retention-is-bad-education-policy/
Also posted on Diane Ravitch’s blog:
https://dianeravitch.net/2026/03/24/tom-ultican-grade-retention-is-a-popular-remedy-that-hurts-students/
Other topic:
Nevada’s new state superintendent has set a vision for K-12 schools. Here are highlights.
Featured in this week’s Indy Education are key moments from a conversation with Victor Wakefield, the new state superintendent for public education, who said he wants to see K-12 students engaging with grade-level content and instruction.
After visiting at least 25 classrooms in eight school districts, he said his priorities are to create strong foundations, empower pathways, equip leaders and educators, inform and connect families and make sure systems are aligned.
Plus: Senators reintroduced legislation to connect students in after school and summer learning programs with working or retired business owners who can mentor them in entrepreneurship, and interest in running for Northern Nevada school boards is low.
https://thenevadaindependent.com/article/nevadas-new-state-superintendent-has-set-a-vision-for-k-12-schools-here-are-highlights
“Wakefield, whose background is in leadership with the Teach for America teacher development program…”
Thanks, Peter. This is interesting but not surprising. TFA has always pushed the school reform narrative, and this person is no different. And they get leadership positions around the country, sometimes without spending more than five weeks learning about schools. I have no idea what they learn either. My guess is it is nothing directly about child development or how children learn.
The ultimate goal appears to be to push students into the workforce to do the jobs corporations and the so-called entrepreneurs want. And in an indirect way, students who have their learning cut short, believing they’ve failed because they’ve been retained, won’t choose college, so they will resort to a job they get pushed into in high school, if they don’t drop out first.