Grade repetition does not contribute to educational success or to the improvement of the educational trajectories of students who repeat grades

SCIENTIFIC ARTICLES:

• Anderson, R., & Anderson, C. (2020). Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia. Journal of Psychologists and Counsellors in Schools, 30(2), 146-158. doi:10.1017/jgc.2019.5
• Cabrera, L. (2019). Políticas educativas preventivas de la repetición de curso en la enseñanza obligatoria en España. Multidisciplinary Journal of Educational Research, 9(3), 227–257. https://doi.org/10.17583/remie.2019.4523
• Pagani, L., Tremblay, R., Vitaro, F., Boulerice, B., & McDuff, P. (2001). Effects of grade retention on academic performance and behavioral development. Development and Psychopathology, 13(2), 297-315. doi:10.1017/S0954579401002061

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COMMENT:

In many schools in Spain, families are told that the repetition of their sons and daughters will contribute to an improvement for them to acquire the academic knowledge they do not have, thus providing them with a better “base” and more time for them to “mature”. But according to the research and scientific articles included in the post, this educational measure, which is common in schools, does not bring any benefit to school success or to improve the educational trajectories of repeating students.

OTHER SOURCES: