Middle School Grade Retention

Due to the ineffectiveness on student outcomes, districts should minimize retention rates—the practice of requiring a student to repeat a grade level. Explore interventions both inside and outside of the school day to support these students.

Advocates of retention believe that repeated grades for low-performing students provide a necessary opportunity to master content and skills, and align with the increased emphasis on standards and accountability in education. However, research demonstrates and contacts note that retention does not lead to clear academic or social benefits.

Administrators can integrate opportunities into the school day ensure that all students have access to interventions aimed at minimizing the risk of middle school grade retention. An effective alternative to retention and social promotion is closely monitoring student progress, proactively identifying students who might be at risk for retention, and providing interventions both inside and outside of the school day to support these students.

In this report, retention refers to the practice of requiring a student to repeat a grade level. Promotion refers to allowing a student to move to the next grade level.

Keep reading to explore our research on middle school retention policies.

Student retention processes

Not only does retention negatively impact students, research also demonstrates that school, family, and individual factors correlate with the likelihood of retention. For example, administrators are more likely to retain students who come from low socioeconomic backgrounds and single-parent households.

District C, District D, and District E established a formal retention policy published in the online district handbook. Although administrators at District C and District E rarely retain students, contacts at both districts cite the importance of a formal retention policy to clearly communicate grade promotion expectations to students, teachers, and parents. Contacts…