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The Effect of Grade Retention on Performance in Spanish Students: A Propensity Score Matching Approach

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Title: The Effect of Grade Retention on Performance in Spanish Students: A Propensity Score Matching Approach
Language: English
Authors: Jaime León, Fernando Martínez-Abad
Source: Large-scale Assessments in Education. 2025 13.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Grade Repetition, Academic Achievement, Scores, Foreign Countries, Mathematics Achievement, Science Achievement, Reading Achievement, Reading Comprehension, Self Efficacy, Causal Models, Statistical Inference, Low Achievement, Achievement Gains, Secondary School Students, Outcomes of Education
Geographic Terms: Spain
DOI: 10.1186/s40536-025-00243-0
ISSN: 2196-0739
Abstract: Background: Grade retention is an educational aspect that concerns teachers, families, and experts. It implies an economic cost for families, as well as a personal cost for the student, who is forced to study one more year. The objective of the study was to evaluate the effect of course repetition on math, science and reading competencies, and math self-efficacy. Methods: We employed a causal approach using propensity score matching to compare the result in the PISA tests of retained versus non-retained students. We found a comparison group with a similar distribution in the control variables to the group of retained students. Results: Course retention has a negative effect on the academic performance of students. Retained students showed lower results in math, science, reading, and math self-efficacy compared to the non-retained group. Conclusions: In line with previous research, evidence shows that grade repetition in Spain is not obtaining the expected results in retained students. This evidence suggests a rethinking of grade retention policies in Spain.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463317
Database: ERIC
FullText Text:
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Grade+Repetition%22">Grade Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Causal+Models%22">Causal Models</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Inference%22">Statistical Inference</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: Background: Grade retention is an educational aspect that concerns teachers, families, and experts. It implies an economic cost for families, as well as a personal cost for the student, who is forced to study one more year. The objective of the study was to evaluate the effect of course repetition on math, science and reading competencies, and math self-efficacy. Methods: We employed a causal approach using propensity score matching to compare the result in the PISA tests of retained versus non-retained students. We found a comparison group with a similar distribution in the control variables to the group of retained students. Results: Course retention has a negative effect on the academic performance of students. Retained students showed lower results in math, science, reading, and math self-efficacy compared to the non-retained group. Conclusions: In line with previous research, evidence shows that grade repetition in Spain is not obtaining the expected results in retained students. This evidence suggests a rethinking of grade retention policies in Spain.
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