Beyond grade retention and social promotion: Promoting the social and academic competence of students

During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding the use of grade retention and social promotion. In an era emphasizing evidence-based interventions, research indicates that neither grade retention nor social promotion is a successful strategy for improving educational success. Moreover, research also reveals prevention and intervention strategies that are likely to promote the social or academic competence of students at risk of poor school performance. It is essential that educational professionals are familiar with the research when implementing interventions to promote student success. School psychologists may use this article as a primer for teachers, administrators, and parents, as it provides a synthesis of research addressing the following important questions: (a) What are the demographic characteristics of retained students? (b) What are the effects of retention on academic and socioemotional outcomes? (c) What long-term outcomes are associated with grade retention? (d) What are students' perspectives regarding grade retention? (e) How does a developmental perspective enhance our understanding? (f) What are some empirically supported effective intervention strategies? Educational professionals are encouraged to incorporate evidence-based programs and policies to facilitate the success of all students.