The evidence is quite clear and nearly unequivocal that the achievement and adjustment of retained children are no better – and in most instances are worse – than those of comparable children who are promoted. Retention is one part of the current reform packages that does not work.

The evidence is extensive and unequivocal. It includes test scores, surveys, personality and emotional adjustment measures, case studies – everything from elaborate statistical analyses to asking students how they feel. Almost everything points in the same direction – retention is an extremely harmful practice.

Those who continue to retain pupils at grade level do so despite cumulative research evidence that the potential for negative effects consistently outweighs positive outcomes … the burden of proof legitimately falls on proponents of retention plans to show there is compelling logic indicating success of their plans where so many other plans have failed.