This article on retention and promotion in school psychology examines the multifaceted decision-making process surrounding whether students should be retained in their current grade or promoted to the next level. It delves into the complex interplay of factors influencing this decision, such as academic performance, psychological considerations, socioeconomic status, and cultural nuances. The article explores
Retention interval refers to the amount of time that elapses between the end of a witness’s encounter with a perpetrator and any subsequent testing of the witness’s memory for that encounter. Testing of a witness’s memory for a perpetrator’s identity is obviously important whenever the prosecution seeks to prove that the perpetrator and the defendant
Grade retention, also recognized as “being retained,” “being held back,” “nonpromotion,” and “flunking,” refers to the practice of requiring a student who has attended a given grade level for a full school year to remain at that same grade level in the subsequent school year. The practice of grade retention has become increasingly popular over
Classical definitions of retention emphasize the degree to which people are able to remember (or perform) some previously practiced material (or skill) after an elapsed period of time. Thus, retention likely depends on an individual’s memory of the material or skill in question. Not surprisingly, most definitions of memory sound similar to those of retention.