Should low-achieving kids be promoted or held back? The research isn’t clear, writes Daniel Willingham.
Until recently, comparisons of kids who were promoted and kids who were retained indicated that retention didn’t seem to help academic achievement, and in fact likely hurt. So the best practice seemed to be to promote kids to the next grade, but to try to provide extra academic support for them to handle the work.
But new studies indicate that academic outcomes for kids who are retained may be better than was previously thought, although still not what we would hope.
I wonder if anyone’s studied the effects of social promotion on teachers.