Student retention in kindergarten is a common practice so that students will obtain the necessary school preparation for elementary school. The current study examines the impacts of retention on the students with ASD. A sample of 110 students was taken from kindergartens all over Greece, and it was observed that the retention was advantageous, but not for all students. Retention has not actually been beneficial for students from families with low educational attainment as well as students from foreign families. Moreover, these findings apply to students who could not attend extracurricular supporting programs. A serious dilemma came up as a result of all the above about the real benefits of the retention.
Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (2003). On the Success of Failure: A Reassessment of the Effects of Retention in the Primary Grades. New York, NY: Cambridge University Press
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington County, VA: American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596
Bergin, D. A., Osburn, V. L., & Cryan, J. R. (1996). Influence of Child Independence, Gender, and Birthdate on Kindergarten Teachers’ Recommendations for Retention. Journal of Research in Childhood Education, 10, 152-159. https://doi.org/10.1080/02568549609594898
Brophy, J. (1983). Research on the Self-Fulfilling Prophecy and Teacher Expectations. Journal of Educational Psychology, 75, 631-661. https://content.apa.org/doi/10.1037/0022-0663.75.5.631
Buunk, A. P., & Gibbons, F. X. (2007). Social Comparison: The End of a Theory and the Emergence of a Field. Organizational Behavior and Human Decision Processes, 102, 3-21. https://doi.org/10.1016/j.obhdp.2006.09.007
Byrnes, D. A. (1989). Chapter 6: Attitudes of Students, Parents, and Educators toward Repeating a Grade. In L. A. Shepard, & M. L. Smith (Eds.), Flunking Grades: Research and Policies on Retention (pp. 108-131). London: The Flamer Press.
Chen, Q., Hughes, J. N., & Kwok, O.-M. (2014). Differential Growth Trajectories for Achievement among Children Retained in First Grade. The Elementary School Journal, 114, 327-353. https://doi.org/10.1086/674054
Cosden, M., Zimmer, J., & Tuss, P. (1993). The Impact of Age, Sex, and Ethnicity on Kindergarten Entry and Retention Decisions, Educational Evaluation and Policy Analysis, 15, 209-222. https://doi.org/10.3102%2F01623737015002209
Daniel, G. R., & Wang, C. (2017). Inclusion and the Practice of Repeating Kindergarten in Australia. Australian Journal of Learning Difficulties, 22, 57-69. https://doi.org/10.1080/19404158.2017.1367152
Edelson, S., & Rimland, B. (1999). Autism Treatment Evaluation Checklist (ATEC). San Diego, CA: Autism Research Institute. https://www.autism.org/autism-treatment-evaluation-checklist/
Frey, N. (2005). Retention, Social Promotion, and Academic Redshirting: What Do We Know and Need to Know? Remedial and Special Education, 26, 332-346. https://doi.org/10.1177%2F07419325050260060401
Gleason, K. A., Kwok, O.-M., & Hughes, J. N. (2007). The Short-Term Effect of Grade. Retention on Peer Relations and Academic Performance of At Risk First Graders. The Elementary School Journal, 107, 327-340. https://doi.org/10.1086/516667
Goldstein, J., Eastwood, M., & Behuniak, P. (2014). Can Teacher Ratings of Students’ Skills at Kindergarten Entry Predict Kindergarten Retention? The Journal of Educational Research, 107, 217-229. https://doi.org/10.1080/00220671.2013.788986
Greece (2007). Min. Order 27922 (Greek Government Gazette 449 B).
Greece (2008). Law 3699 (Greek Government Gazette 199 A).
Greece (2017). Presidential Decree 79/2017 (Greek Government Gazette 109 Α).
Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312, 1900-1902.
Holmes, C. T. (1989). Chapter 2: Grade Level Retention Effects: A Meta-Analysis of Research Studies. In L. A. Shepard, & M. L. Smith (Eds.), Flunking Grades: Research and Policies on Retention (pp. 16-33). London: The Flamer Press.
Hong, G. L., & Yu, B. (2008). Effects of Kindergarten Retention on Children’s Social-Emotional Development: An Application of Propensity Score Method to Multivariate, Multilevel Data. Developmental Psychology, 44, 407-421. https://doi.apa.org/doi/10.1037/0012-1649.44.2.407
Hong, G., & Raudenbush, S. (2005). Effects of Kindergarten Retention Policy on Children’s Cognitive Growth in Reading and Mathematics. Educational Evaluation and Policy Analysis, 27, 205-224. https://doi.org/10.3102%2F01623737027003205
Jacob, B., & Lefgren, L. (2009). The Effect of Grade Retention on High School Completion. American Economic Journal, 1, 33-58. https://doi.org/10.1257/app.1.3.33
Jimerson, R. (1999). On the Failure of Failure: Examining the Association between Early Grade Retention and Education and Employment Outcomes during Late Adolescence. Journal of School Psychology, 37, 243-272. https://doi.org/10.1016/S0022-4405(99)00005-9
Jimerson, S. R., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L. A. (1997). A Prospective, Longitudinal Study of the Correlates and Consequences of Early Grade Retention. Journal of School Psychology, 35, 3-25. https://doi.org/10.1016/S0022-4405(96)00033-7
Lorence, J., & Dworkin, A. G. (2006). Elementary Grade Retention in Texas and Reading Achievement among Racial Groups: 1994-2002. Review of Policy Research, 23, 999-1033. https://doi.org/10.1111/j.1541-1338.2006.00247.x
Mantzicopoulos, P., & Morrison, D. (1992). Kindergarten Retention: Academic and Behavioral Outcomes through the End of Second Grade. American Educational Research Journal, 29, 182-198. https://doi.org/10.3102%2F00028312029001182
Mariano, L., & Martorell, P. (2013). The Academic Effects of Summer Instruction and Retention in New York City. Educational Evaluation and Policy Analysis, 35, 96-117. https://doi.org/10.3102%2F0162373712454327
Marsh, H., Trautwein, U., Ludtke, O., & Koller, O. (2008). Social Comparison and Big-Fish-Little-Pond Effects on Self-Concept and Other Self-Belief Constructs: Role of Generalized and Specific Others. Journal of Educational Psychology, 100, 510-524. https://doi.apa.org/doi/10.1037/0022-0663.100.3.510
McCombs, A., Armistead, L., Kempton, T., Lynch, S., Forehand, R., Nousianen, S., Neighbors, B., & Tannenbaum, L. (1992). Early Retention: Are There Long-Term Beneficial Effects? Psychology in the Schools, 29, 342-347. https://doi.org/10.1002/1520-6807(199210)29:4%3C342::AID-PITS2310290407%3E3.0.CO;2-Y
Mendez, L. M., Kim E. S., Ferron, J., & Woods, B. (2015). Altering School Progression through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes. The Journal of Educational Research, 108, 186-203. https://doi.org/10.1080/00220671.2013.867474
Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of Math and Reading Achievement in Low-Achieving Children in Elementary School: Effects of Early and Later Retention in Grade. Journal of Educational Psychology, 104, 603-621. https://doi.apa.org/doi/10.1037/a0027571
Peixoto, F., Monteiro, V., Mata, L., Sanches, C., Pipa, J., & Almeida, L. (2016). To Be or Not to Be Retained. That’s the Question! Retention, Self-Esteem, Self-Concept, Achievement Goals, and Grades. Frontiers in Psychology, 7, Article No. 1550. https://doi.org/10.3389/fpsyg.2016.01550
Peterson, S., & DeGracie, J., (1987). A Longitudinal Study of the Effects of Retention/Promotion on Academic Achievement. American Educational Research Journal, 24, 107-118. https://doi.org/10.3102%2F00028312024001107
Pianta, R. C., Tietbohl, P. J., & Bennett, E. M. (1997). Differences in Social Adjustment and Classroom Behavior between Children Retained in Kindergarten and Groups of Age and Grade Matched Peers. Early Education and Development, 8, 137-152. https://doi.org/10.1207/s15566935eed0802_3
Renaud, G. A. (2013). Grade Retention: Elementary Teacher’s Perceptions for Students with and without Disabilities. SAGE Open, 3, 1-16. https://doi.org/10.1177%2F2158244013486993
Reynolds, A. J. (1992). Grade Retention and School Adjustment: An Explanatory Analysis. Educational Evaluation and Policy Analysis, 14, 101-121. https://doi.org/10.3102%2F01623737014002101
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research. Journal of Applied Developmental Psychology, 21, 491-511. https://doi.org/10.1016/S0193-3973(00)00051-4
Shepard, L. A. (1989). Chapter 4: Α Review of Research on Kindergarten Retention. In L. A. Shepard, & M. L. Smith (Eds.), Flunking Grades: Research and Policies on Retention (pp. 64-78). London: The Flamer Press.
Smith, Μ., & Shepard, L. (1988). Kindergarten Readiness and Retention. A Qualitative Study of Teachers’ Beliefs and Practice. American Educational Research Journal, 25, 307-333. https://doi.org/10.3102%2F00028312025003307
Vandecandelaere, M., Schmitt, E., Vanlaar, G., Fraine, B., & Damme, J. (2016). Effects of Kindergarten Retention for At-Risk Children’s Psychosocial Development. Educational Psychology, 36, 1354-1389. https://doi.org/10.1080/01443410.2014.950194
Walters, D., & Borgers, S. (1995). Student Retention: Is It Effective? School Counselor, 42, 300-310.
Warren, J. R., Hoffman, E., & Andrew, M. (2014). Patterns and Trends in Grade Retention Rates in the United States, 1995-2010. Educational Researcher, 43, 433-443. https://doi.org/10.3102%2F0013189X14563599
Wu, W., West, S. G., & Hughes, J. N. (2010). Effect of Grade Retention in First Grade on Psychosocial Outcomes. Journal of Educational Psychology, 102, 135-152. https://doi.apa.org/doi/10.1037/a0016664
Yang, M. (2018). The Effect of Grade Retention on Academic and Social-Behavioral Outcomes for Students with Disabilities in Elementary Grades. Ph.D. Thesis, Austin, TX: University of Texas.