We have often talked about Hattie’s work on evidence-based education.[1-4] Now we turn to retention (pages 97-99) – the act of keeping a child back and having them repeat a year of school on the grounds of poor performance. Numerous papers, including a meta-analysis of 20 studies, have shown retention to be associated with negative effects for the retained student. In subsequent years they have lower scores for a whole range of subjects: language, arts, reading, mathematics, work-study skills, and social studies, as well as social and emotional adjustment and behaviour, self-concept, and attitude to school. So a picture is starting to emerge – remember streaming is also unhelpful. So any act that demeans a child or destroys her self-confidence is bad, while bright children are not held back by having less bright peers in the classroom. See also our News Blog on the Michelle Obama effect.
— Richard Lilford, CLAHRC WM Director
- Lilford RJ. Evidence-based Education. NIHR CLAHRC West Midlands News Blog. 24 February 2017.
- Lilford RJ. The School, the Teacher of the Pupil – Which is Most Important? NIHR CLAHRC West Midlands News Blog. 28 October 2016.
- Lilford RJ. Ask Not to Whether, But Why, Before the Bell Tolls. NIHR CLAHRC West Midlands News Blog. 29 July 2016.
- Lilford RJ. Education Update. NIHR CLAHRC West Midlands News Blog. 2 September 2016.
- Hattie J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Oxon, UK: Routledge, 2009.
- Jimerson SR. Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century. School Psychol Rev. 2001; 30(3): 420-37.
- Lilford RJ. Evidence-Based Education (or How Wrong the CLAHRC WM Director Was). NIHR CLAHRC West Midlands News Blog. 15 July 2016.
- Lilford RJ. More on Education. NIHR CLAHRC West Midlands News Blog. 16 September 2016.