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Grade Retention Across Borders: A Cross-Country Analysis of the Role of Schools.

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Bibliographic Details
Title: Grade Retention Across Borders: A Cross-Country Analysis of the Role of Schools.
Authors: Pepels, Janneke1 (AUTHOR) janneke.pepels@maastrichtuniversity.nl, Belfi, Barbara1 (AUTHOR), Goos, Mieke2 (AUTHOR), Haelermans, Carla1 (AUTHOR)
Source: School Effectiveness & School Improvement. Jun2026, Vol. 37 Issue 2, p196-221. 26p.
Subject Terms: *Grade repetition, *Middle school education, *Educational evaluation, *Educational equalization, *School size, Multilevel models, Cross-sectional method
Abstract: Grade retention – although widely used – remains controversial because of its implications for equity and long-term outcomes. While student-level predictors are well documented, less is known about how school and system characteristics shape grade retention practices across countries. Adopting a multilevel perspective, this study examines (1) which school-level characteristics are related to grade retention in lower-secondary education and (2) whether these relationships vary by national educational stratification. Using PISA 2018 data from 124,126 students in 5,693 schools across 24 systems, we estimate three-level regression models. School composition, within-class ability grouping, and shortages of educational materials are linked to grade retention probability, net of individual characteristics. Cross-level interaction analyses show that educational material shortages predict higher grade retention likelihoods only in low-stratification systems, while the association with within-class ability grouping is substantially lower in these contexts. These findings underscore that grade retention practices are shaped by both institutional structures and school organisation. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Grade retention – although widely used – remains controversial because of its implications for equity and long-term outcomes. While student-level predictors are well documented, less is known about how school and system characteristics shape grade retention practices across countries. Adopting a multilevel perspective, this study examines (1) which school-level characteristics are related to grade retention in lower-secondary education and (2) whether these relationships vary by national educational stratification. Using PISA 2018 data from 124,126 students in 5,693 schools across 24 systems, we estimate three-level regression models. School composition, within-class ability grouping, and shortages of educational materials are linked to grade retention probability, net of individual characteristics. Cross-level interaction analyses show that educational material shortages predict higher grade retention likelihoods only in low-stratification systems, while the association with within-class ability grouping is substantially lower in these contexts. These findings underscore that grade retention practices are shaped by both institutional structures and school organisation. [ABSTRACT FROM AUTHOR]
ISSN:09243453
DOI:10.1080/09243453.2026.2658545