The Effect of Retention Threat on Student Learning Gains: Evidence from Ohio. EdWorkingPaper No. 26-1527
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| Title: | The Effect of Retention Threat on Student Learning Gains: Evidence from Ohio. EdWorkingPaper No. 26-1527 |
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| Language: | English |
| Authors: | Sarah Souders, Robert Bifulco, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2026. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 101 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Academic Achievement, Grade 3, Grade Repetition, English Instruction, Language Arts, Grade 4, Grade 5, Grade 6, Grade 7, Educational Policy, Grade 8, Outcomes of Education, Mathematics Achievement |
| Geographic Terms: | Ohio |
| Abstract: | Grade retention policies create incentives for students to make adequate progress ahead of evaluation. The threat of retention thus has the potential to affect all students' academic outcomes, increasing achievement especially among students with test scores near the retention policy's threshold. By using unique data from Ohio which allows us to implement a regression discontinuity design, we find that students exposed to the threat of retention in Grade 3 experience larger learning gains than students who are not under retention threat. Gains in Grade 3 English Language Arts (ELA) are 0.077 SD and although effects partially fade over time, positive effects persist through Grade 7. Positive and lasting effects are detected across cohorts, student groups, and schools. We also examine non-test outcomes, finding reductions in student absences but limited evidence of effects on disciplinary incidents or the probability of retention beyond Grade 3. Exploration of possible mechanisms suggests that assignment to targeted literacy interventions contributes to the retention threat effect. We also show that retention threat effects are largest in schools facing stronger accountability pressures and with more capacity to respond to accountability incentives. This paper offers novel evidence of the broad effects of retention policy and provides results to inform early literacy policy initiatives, as many states debate the role of retention mandates in such initiatives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED682030 |
| Database: | ERIC |
| Abstract: | Grade retention policies create incentives for students to make adequate progress ahead of evaluation. The threat of retention thus has the potential to affect all students' academic outcomes, increasing achievement especially among students with test scores near the retention policy's threshold. By using unique data from Ohio which allows us to implement a regression discontinuity design, we find that students exposed to the threat of retention in Grade 3 experience larger learning gains than students who are not under retention threat. Gains in Grade 3 English Language Arts (ELA) are 0.077 SD and although effects partially fade over time, positive effects persist through Grade 7. Positive and lasting effects are detected across cohorts, student groups, and schools. We also examine non-test outcomes, finding reductions in student absences but limited evidence of effects on disciplinary incidents or the probability of retention beyond Grade 3. Exploration of possible mechanisms suggests that assignment to targeted literacy interventions contributes to the retention threat effect. We also show that retention threat effects are largest in schools facing stronger accountability pressures and with more capacity to respond to accountability incentives. This paper offers novel evidence of the broad effects of retention policy and provides results to inform early literacy policy initiatives, as many states debate the role of retention mandates in such initiatives. |
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