According to NASP, current literature on grade retention resulting from high‑stakes testing and accountability measures takes which position?

According to NASP, current literature on grade retention resulting from high‑stakes testing and accountability measures takes which position?

• A. It decreases dropout risk
• B. It increases the likelihood that students will drop out in later years
• C. It has no effect on graduation outcomes
• D. It guarantees promotion to the next grade

Answer: (D)

The central idea is that the literature NASP cites on grade retention driven by high-stakes testing generally finds that retention does not improve long‑term outcomes and is associated with higher dropout risk later on. Because of this, the position supported by current NASP-informed research is that retention increases the likelihood that students will drop out in later years rather than helping them succeed; it does not guarantee promotion to the next grade. In fact, retention can disrupt academic progress and motivation, and NASP advocates for early, targeted supports and interventions instead of retention to improve graduation outcomes.

The central idea is that the literature NASP cites on grade retention driven by high-stakes testing generally finds that retention does not improve long‑term outcomes and is associated with higher dropout risk later on. Because of this, the position supported by current NASP-informed research is that retention increases the likelihood that students will drop out in later years rather than helping them succeed; it does not guarantee promotion to the next grade. In fact, retention can disrupt academic progress and motivation, and NASP advocates for early, targeted supports and interventions instead of retention to improve graduation outcomes.