Long-term effects of grade retention for older students

By Susan Davis, Center for Research and Reform in Education, Johns Hopkins University

Research suggests that early grade retention is less harmful than in later grades, when staying with one’s peers s especially crucial. Matthew Larsen and Jon Valant examined a Louisiana policy that assigned students with low test scores to three different placements: full retention in grade 8, promotion to grade 9, or a hybrid “grade 8.5” option where students entered high school but received 8th-grade-level instruction. This hybrid approach aimed to reduce the stigma of retention by keeping students with their peers while offering academic remediation.

Using regression discontinuity designs, the authors found that the higher a student was placed, the more likely they were to graduate from high school and enroll in college across all comparisons: grade 9 vs 8, grade 9 vs grade 8.5, and grade 8.5 vs 8. Students who were near the grade retention scores for 8^th grade were less likely to enroll in college. The authors concluded that retaining older students, even with remediation, may undermine long-term educational outcomes.

Can learning apps at home enhance children’s school readiness?

By Winnie Tam, Centre for University and School Partnership, The Chinese University of Hong Kong

A study by Niklas and colleagues investigated the impact of Learning4Kids, an app-based family intervention approach, on enhancing kindergarten children’s literacy and mathematics skills before they enter school. The study included 500 German children (mean age 5 years), randomly assigned to one of four groups: literacy apps, math apps, control apps, or no tablet.

Children in the intervention groups used specially designed, research-based educational apps at home over six months. The literacy apps focused on letter knowledge, phonological awareness, and language development; the math apps targeted number knowledge, counting, and measurement. Designed to promote active learning without distractions, the apps adjusted difficulty levels as children progressed. Control apps focused on general cognitive skills, not literacy or math.

Results showed that children in the intervention groups significantly outperformed those in the control groups in their respective domains. The literacy intervention was particularly effective for letter knowledge and phonological awareness, and the mathematics intervention for number knowledge and backwards counting. Importantly, longer app usage correlated with greater skill improvements, with an average of 4.5 minutes of daily use producing a +0.10 SD gain in mathematical competence and 2.5 min a +0.10 SD gain in literary competence.

These findings demonstrate that high-quality educational apps can be a cost-effective, accessible way to support kindergarten children’s school readiness. However, the researchers emphasized that most commercially available educational apps lack empirical validation and may not deliver similar benefits.

Unlocking student potential: How self-regulated learning boosts elementary success

By Liu Ziyu; Institute of Curriculum and Pedagogy, Faculty of Education, Beijing Normal University, China

A recent systematic review examined the impact of self-regulated learning (SRL) interventions in elementary classrooms, where foundational learning habits are established. SRL refers to students’ ability to set goals, monitor progress, and adjust strategies. These skills are associated with increased focus, persistence, and academic achievement.

The review synthesized findings from 10 studies published between 2008 and 2022 in Germany, Portugal, Spain, and Estonia. Nearly 3,000 students in grades 3 to 6, ages 8 to 16, participated. Researchers assessed both SRL skill development and academic outcomes, particularly in math and writing.

All 10 studies reported improvements in students’ self-regulation skills, with effect sizes ranging from +0.20 to +0.67. Four of the six studies that measured academic performance found gains in math or writing, though effect sizes were generally smaller than those observed for SRL outcomes. Effective programs were typically delivered by classroom teachers and incorporated guided practice, reading, and peer discussion. Motivation played an important role, with more engaged students benefiting the most. The findings suggest that embedding SRL strategies into daily instruction may be a valuable way to support student success.

The learning styles paradox: Persistent appeal despite unsupported evidence

By Feifei Wang, The Centre for Information Technology in Education, The University of Hong Kong

A puzzling paradox exists in education: even though many studies show that aligning teaching methods to students’ preferred learning styles (e.g., visual or auditory) has little impact on learning achievement, learning styles persistently emerge in educational discourse and research. A recent review that synthesized evidence from 17 meta-analyses explored why learning styles repeatedly resurface and provided an explanation for their persistent appeal.

The review identified a critical distinction between two sets of meta-analyses: (1) matching meta-analyses, which tested if matching teaching methods with students’ learning styles improved learning outcomes, and (2) correlational studies, which examined the relationship between students’ learning styles and learning outcomes. Results showed that the matching studies yielded a very small effect size (d = 0.04), providing evidence for the minimal benefit of aligning teaching methods with students’ learning styles. Moreover, while correlational meta-analyses looking at effects on student achievement produced an average correlation of r = 0.24, these correlations did not clarify causality or the direction of effects. In addition, across both sets of meta-analyses, the broad and inconsistent usage of learning styles blurred the line between learning styles and learning preferences or strategies.

The authors discussed that instead of simply relying on learning styles, effective teaching should focus on adaptable, evidence-based strategies that support learning. Students learn most effectively when they develop cognitive and metacognitive strategies suited to specific task demands, rather than relying on their preferred learning styles.