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Holding Back to Move Forward: The Effects of Retention in the Third Grade on Student Outcomes

NaYoung Hwang,
Cory Koedel

We evaluate the effects of grade retention on students’ academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence of grade retention effects on student attendance or disciplinary incidents, again into middle school. Our findings combine to show that Indiana’s third grade retention policy improves achievement for retained students without adverse impacts along (measured) non-academic dimensions.

Keywords
grade retention, student achievement, test-based retention policy, school discipline, absence
Education level
K-12 Education
Topics
Student Learning
Tags
Elementary schools,
Student discipline
Download 12/2022
Document Object Identifier (DOI)
10.26300/mmxx-3e82
EdWorkingPaper suggested citation:
Hwang, NaYoung, and Cory Koedel. (). Holding Back to Move Forward: The Effects of Retention in the Third Grade on Student Outcomes. (EdWorkingPaper: -688). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mmxx-3e82

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