Key points are not available for this paper at this time.
State and district accountability systems are increasingly including retention in grade for young students who do not demonstrate adequate reading achievement levels. This article examines the research on the effectiveness of retention and other responses, including social promotion, and the growing parental practice of “academic redshirting” of children by delaying their entry into kindergarten. Recommendations for future research are discussed.
Nancy Frey (2005) studied this question.