Published Online in:
Educational Evaluation and Policy Analysis
October 12, 2023

NaYoung Hwang, University of New Hampshire
Cory Koedel, University of Missouri

We evaluate the effects of grade retention on students’ academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third-grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence of grade retention effects on student attendance or disciplinary incidents, again into middle school. Our findings combine to show that Indiana’s third-grade retention policy improves achievement for retained students without adverse impacts along (measured) nonacademic dimensions.

Read the full open-access article

Read the press release: "Study: Struggling Students Who Repeat Third Grade See Improved Achievement"

Video: Study co-author NaYoung Hwang discusses major findings and implications

Study citation: Hwang, N. & Koedel, C. (2023). Helping or hurting: The effects of retention in the third grade on student outcomes. Educational Evaluation and Policy Analysis. Prepublished October 12, 2023. http://doi.org/10.3102/01623737231197639

Study Shows Benefits of Holding 3rd Graders Back, but Few Are Being Retained
The 74, December 6, 2023

Study: Third-Grade Retention Has Positive Effects for Student Outcomes
Diverse Issues in Higher Education, October 17, 2023

Keeping Younger Students Back a Grade Shows Benefits Over Time, Study Finds
Education Week, October 13, 2023