Chiharu S. Allen|Qi Chen|Victor L. Willson|Jan N. Hughes
Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-Analytic, Multilevel Analysis
Mitchell Institute|Texas A&M University|University of North Texas|Mitchell Institute|Texas A&M University
present metaanalysis examines effect grade retention academic outcomes investigates systemic sources variability effect sizes using multilevel modeling mlm authors investigate characteristics 207 effect sizes across 22 studies published 1990 2007 two levels study individual within levels design quality studylevel variable individuallevel variables median grade retained median number years postretention quality design associated less negative effects years postretention negatively associated retention effects effect stronger studies using grade comparisons versus age comparisons results challenge widely held view retention negative impact achievement suggestions future research discussed