Abstract
Purpose. The purpose of this study is to examine the achievement scores, grade point averages, rate of absenteeism, and dropout rate of seventh grade students in four California school districts in their retention year and the three years following compared to a matched group of low achieving seventh grade students who were potential retainees but were not retained. The study asked if there were significant differences between the two groups on each of the identified variables. Methodology. Criterion group design ex-post facto research was used to examine data from the cumulative record files of 100 seventh grade students from four California school districts who were candidates for retention in the years 1985 or 1986. Forty-seven of the students were retained in grade seven and fifty-three were promoted. Differences between the two groups were examined over a four year period. One and two way Analysis of Variance and Chi Square were used to analyze data. Findings. There were no significant differences between the retained and promoted students in reading scores over the four year period. Promoted students had significantly higher math scores overall than retained counterparts. Promoted students had significantly higher GPAs in the year following promotion. No significant differences were found between groups for rate of absenteeism, however, both groups increased their absence rate significantly each year. In the fourth year of the study, retained students had a significantly higher dropout rate. Conclusions and recommendations. Retaining a low achieving seventh grade student is not likely to improve test scores, grades, or the tendency towards absenteeism or dropout. Continuous progress is more likely to result in higher test scores, improved GPA in the year following promotion, and less of a probability that the student will drop out. No evidence was found to support the practice of grade retention in seventh grade.