<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322021000200175</article-id>
<article-id pub-id-type="doi">10.22458/ie.v23i35.3573</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acercamiento al panorama internacional de la promoción automática y retención escolar en el nivel básico educativo. Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Approach to the international scene of automatic promotion and school retention at the basic educational level. A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aproximação ao panorama internacional da promoção automática e retenção escolar no nível básico de educação. Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcocer Escalante]]></surname>
<given-names><![CDATA[Luz Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Riveroll]]></surname>
<given-names><![CDATA[Ángel Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[Mérida ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[Mérida ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>35</numero>
<fpage>175</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322021000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322021000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322021000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del trabajo es presentar una revisión sistemática entre los años 2010-2020 acerca de estudios que han abordado la promoción automática y retención escolar en la educación básica; para ello se consideran tres dimensiones: académica, emocional y social de los educandos del preescolar, primaria y secundaria, por medio de los resultados de investigación generados a nivel internacional. Se emplearon estándares propuestos por la declaración PRISMA y los criterios de selección de los documentos se fijaron con base en la estrategia PEO. Entre las principales bases de datos utilizadas se encuentran ERIC, EBSCO y Google Académico. Los resultados destacan la producción documental sobre la empírica. Asimismo, se encontró que las prácticas de promoción automática y retención escolar se han estudiado en mayor medida a través de los logros escolares de los estudiantes. Los principales hallazgos destacan en la dimensión emocional una mejora en la autoestima y mayor seguridad personal en el alumnado. En la parte social, se asegura la permanencia del alumnado con mayor vulnerabilidad en el sistema educativo. Y académicamente, se distingue a la promoción automática como causante del deficiente nivel educativo de los estudiantes. Predominan los estudios del nivel primaria. Se concluye que la promoción automática y la retención escolar no son estrategias efectivas; pues para algunos podría resultar benéfica, pero para otros, tanto la promoción automática como la retención, pueden desencadenar deficiencias académicas o baja autoestima en los estudiantes. Actores del ámbito educativo promueven la instauración de estrategias alternas a la promoción automática y la retención.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary: The objective of the study is to present a systematic review between the years 2010-2020 about studies that have addressed automatic promotion and school retention in basic education. For this, three dimensions are considered: academic, emotional and social of preschool, primary and secondary students, through research results generated at an international level. Standards proposed by the PRISMA declaration were used and the selection criteria of the documents were established based on the PEO strategy. Among the main databases used are ERIC, EBSCO and Google Scholar. The results highlight the documentary production over the empirical. Likewise, it was found that the practices of automatic promotion and school retention have been studied largely through the school achievements of students. The main findings highlight in the emotional dimension an improvement in self-esteem and greater personal security in the students. On the social side, the permanence of the most vulnerable students in the educational system is ensured. And academically, automatic promotion is distinguished as the cause of the poor educational level of students. Primary level studies predominate. It is concluded that automatic promotion and school retention are not effective strategies. For some it could be beneficial, but for others, both automatic promotion and retention can trigger academic deficiencies or low self-esteem in students. Actors in the educational field promote the establishment of alternative strategies to automatic promotion and retention.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo do documento é apresentar uma revisão sistemática entre 2010-2020 dos estudos que abordaram a promoção automática e a retenção escolar na educação básica, considerando três dimensões: acadêmica, emocional e social dos alunos da pré-escola, ensino fundamental e ensino médio, por meio de resultados de pesquisa gerados a nível internacional. Foram utilizados padrões das propostas da declaração PRISMA e os critérios para a seleção de documentos com base na estratégia PEO. As principais bases de dados utilizadas incluíam ERIC, EBSCO e Google Scholar. Os resultados destacam a produção do documentário sobre o empírico. Descobriu-se também que as práticas de promoção automática e de retenção escolar foram estudadas em maior escala através do desempenho escolar dos alunos. As principais descobertas destacam na dimensão emocional uma melhora na autoestima e maior segurança pessoal dos estudantes. No aspecto social, a permanência dos estudantes mais vulneráveis no sistema educacional é assegurada. E, academicamente, a promoção automática se destaca como a causa do baixo nível educacional dos estudantes. Predominam os estudos do ensino fundamental. Conclui-se que a promoção automática e a retenção escolar não são estratégias eficazes; para alguns poderia ser benéfica, mas para outros, tanto a promoção automática quanto a retenção podem desencadear deficiências acadêmicas ou baixa autoestima nos estudantes. Os atores no campo educacional promovem o estabelecimento de estratégias alternativas para a promoção e retenção automática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[promoción automática]]></kwd>
<kwd lng="es"><![CDATA[retención]]></kwd>
<kwd lng="es"><![CDATA[educación formal]]></kwd>
<kwd lng="es"><![CDATA[inspección educativa]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[proceso de aprendizaje.]]></kwd>
<kwd lng="en"><![CDATA[automatic promotion]]></kwd>
<kwd lng="en"><![CDATA[retention]]></kwd>
<kwd lng="en"><![CDATA[formal education]]></kwd>
<kwd lng="en"><![CDATA[educational inspection]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
<kwd lng="en"><![CDATA[learning process.]]></kwd>
<kwd lng="pt"><![CDATA[promoção automática]]></kwd>
<kwd lng="pt"><![CDATA[retenção]]></kwd>
<kwd lng="pt"><![CDATA[educação formal]]></kwd>
<kwd lng="pt"><![CDATA[inspeção educacional]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[processo de aprendizagem.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Agudelo]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Aigneren]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruíz]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diseños de investigación experimental y no experimental]]></article-title>
<source><![CDATA[La Sociología En Sus Escenarios]]></source>
<year>2010</year>
<volume>sin vol</volume>
<numero>18</numero>
<issue>18</issue>
<page-range>1-46</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahsan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Banerjee]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hari]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social Promotion and Learning Outcomes: Evidence from India.]]></article-title>
<source><![CDATA[USC-INET Research Paper]]></source>
<year>2018</year>
<numero>18-14</numero>
<issue>18-14</issue>
<page-range>1-44</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahmed]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mihiretie]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Primary school teachers and parents&#8217; views on automatic promotion practices and its implications for education quality]]></article-title>
<source><![CDATA[International Journal of Educational Development]]></source>
<year>2015</year>
<volume>43</volume>
<numero>2015</numero>
<issue>2015</issue>
<page-range>90-9</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Willson]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Hughes]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-Analytic, Multilevel Analysis.]]></article-title>
<source><![CDATA[Educational Evaluation and Policy Analysis]]></source>
<year>2009</year>
<volume>31</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>480-99</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Whipple]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jimerson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grade retention: Achievement and mental health outcomes.]]></article-title>
<source><![CDATA[National Association of School Psychologists]]></source>
<year>2002</year>
<page-range>1-4</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arroyo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Constante]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Asensio]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La repetición de curso a debate: un estudio empírico a partir de pisa 2015]]></article-title>
<source><![CDATA[Educación XX1]]></source>
<year>2019</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>69-92</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Belot]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vandenberghe]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluating the &#8213;Threat Effects of Grade Repetition. Exploiting the 2001 Reform by the French-Speaking Community of Belgium.]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Benistant]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Social promotion of students in secondary education: How to limit stagnation of social promotion?]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<collab>Cámara de Diputados</collab>
<source><![CDATA[Acuerdo Nacional para la Modernización de la Educación Básica.]]></source>
<year>1992</year>
<publisher-name><![CDATA[Diario Oficial de la Federación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>Centro de Estudios de Políticas y Prácticas en Educación(CEPPE).</collab>
<source><![CDATA[Revisión de literatura sobre políticas y normativas de promoción y retención, y su impacto en el aprendizaje.]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chohan]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Qadir]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Automatic Promotion Policy at Primary Level and MDG-2]]></article-title>
<source><![CDATA[Journal of Research and Reflections in Education]]></source>
<year>2011</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Choi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efectos de la repetición de curso y alternativas]]></article-title>
<source><![CDATA[Zoom Social. Laboratorio de alternativas]]></source>
<year>2017</year>
<volume>Sin vol</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Choi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mediavilla]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Valbuena]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Predictors and Effects of Grade Repetition]]></article-title>
<source><![CDATA[Revista de Economía Mundial]]></source>
<year>2018</year>
<volume>48</volume>
<numero>2018</numero>
<issue>2018</issue>
<page-range>21-42.</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cifuentes]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Pulido]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Pulido]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La reforma educativa y la calidad de la educación en Colombia]]></article-title>
<source><![CDATA[Revista Humanismo y Sociedad]]></source>
<year>2019</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>41-53</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategia deportiva para la retención escolar en la institución educativa Francisco Javier Matiz Jornada tarde sede A de básica secundaria desde la gestión académica.]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D´Andrea]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Buontempo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repitencia en la educación primaria]]></article-title>
<source><![CDATA[KAIROS]]></source>
<year>2019</year>
<volume>23</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>1-20</page-range><publisher-loc><![CDATA[Corrientes, Argentina ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dari]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Cervini]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Quiroz]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repitencia escolar y desempeño en ciencias en Argentina. Estudio multinivel con base a datos de PISA 2015.]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2019</year>
<volume>16</volume>
<numero>2019</numero>
<issue>2019</issue>
<page-range>55-79</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Denton]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Finding Alternatives to Failure: Can States End Social Promotion and Reduce Retention Rates? Southern Regional Education Board]]></source>
<year>2001</year>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dong]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Kept back to get ahead? Kindergarten retention and academic performance.]]></article-title>
<source><![CDATA[European Economic Review]]></source>
<year>2010</year>
<volume>54</volume>
<numero>2010</numero>
<issue>2010</issue>
<page-range>219-36</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eboatu]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparative Study of the Impact of Class Repetition and Mass Promotion on Students&#8217; Academic Achievement in Anambra State.]]></article-title>
<source><![CDATA[European Scientific Journal]]></source>
<year>2017</year>
<volume>13</volume>
<numero>28</numero>
<issue>28</issue>
<page-range>394-406</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Feathers]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Teacher and Administrator Beliefs about Grade Retention in Northeast Tennessee School Districts]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relación entre repetición de curso, rendimiento académico e igualdad en educación. Las aportaciones de PISA]]></article-title>
<source><![CDATA[Revista Educación, Política y Sociedad]]></source>
<year>2018</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>84-108</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haidary]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Controvercy over grade repetition. Afghan Teachers&#8217; View on Grade Repetition]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hammer]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Effectiveness of Grade Retention as an Academic Intervention Strategy]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hauser]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Frederick]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrew]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Retention in the Age of Standards-based Reform. Center for Demography of Health and Aging.]]></source>
<year>2007</year>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hi Shin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Slater]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Backhoff]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Principal Perceptions and Student Achievement in Reading in Korea, Mexico, and the United States: Educational Leadership, School Autonomy, and Use of Test Results]]></article-title>
<source><![CDATA[Educational Administration Quarterly]]></source>
<year>2012</year>
<volume>49</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>489-527</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holmes]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Matthews]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Effects of Nonpromotion on Elementary and Junior High School Pupils: A Meta-Analysis.]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1984</year>
<volume>54</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>225-36</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hwang]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Capella]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rethinking Early Elementary Grade Retention: Examining Long-Term Academic and Psychosocial Outcomes.]]></article-title>
<source><![CDATA[Journal of Research on Educational Effectiveness]]></source>
<year>2018</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>559-87</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="">
<collab>Instituto Nacional de Estadística y Geografía</collab>
<source><![CDATA[Censo de población y vivienda 2020]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[James]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[The effect of automatic promotion on performance of learners in primary schools in Mubende District.]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jimerson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century]]></article-title>
<source><![CDATA[School Psychology Review]]></source>
<year>2001</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>20-437</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kabay]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grade Repetition and Primary School Dropout in Uganda]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>2016</year>
<volume>86</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>580-606</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Klapproth]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Schaltz]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Who is retained in school, and when? Survival analysis of predictors of grade retention in Luxembourgish secondary school.]]></article-title>
<source><![CDATA[European Journal of Psychology of Education]]></source>
<year>2014</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>119-36</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koppensteiner]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Automatic grade promotion and student performance: Evidence from Brazil]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koppensteiner]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Automatic grade promotion and student performance: Evidence from Brazil.]]></article-title>
<source><![CDATA[Journal of Development Economics]]></source>
<year>2014</year>
<volume>107</volume>
<numero>2014</numero>
<issue>2014</issue>
<page-range>277-90</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leighton]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Straub]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social Promotion in Primary School: Effects on Grade Progression.]]></article-title>
<source><![CDATA[Brazilian Review of Econometrics]]></source>
<year>2019</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-33</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lyonga]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Fosso]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of Collective Promotion on the Attainment of Goals of Basic Education in English-Speaking Primary Schools in Cameroon]]></article-title>
<source><![CDATA[Journal of Science and Education]]></source>
<year>2018</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>259-72</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Manterola]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Astudillo]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Claros]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Revisiones sistemáticas de la literatura. Qué se debe saber acerca de ellas]]></article-title>
<source><![CDATA[Cirugía Española]]></source>
<year>2013</year>
<volume>91</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>149-55</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marshall]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grade repetition in Honduran primary schools]]></article-title>
<source><![CDATA[International Journal of Educational Development]]></source>
<year>2003</year>
<volume>23</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>591-605</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Aprobar o reprobar? El sentido de la evaluación en educación básica.]]></article-title>
<source><![CDATA[Revista mexicana de investigación educativa]]></source>
<year>2004</year>
<volume>9</volume>
<numero>23</numero>
<issue>23</issue>
<page-range>817-39</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McMahon]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Despite Our Best Intention: Students Relate How Social Promotion Hurt Them and What Changes They Believe will Help Them.]]></article-title>
<source><![CDATA[Interchange]]></source>
<year>2018</year>
<volume>49</volume>
<numero>2018</numero>
<issue>2018</issue>
<page-range>499-517</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nalova]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers perception and practice of automatic promotion in English speaking primary schools in Cameroon]]></article-title>
<source><![CDATA[British Journal of Education]]></source>
<year>2016</year>
<volume>4</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>11-23</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ndaruhutse]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Grade repetition in primary schools in Sub-Saharan Africa: an evidence base for change.]]></source>
<year>2008</year>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Namen]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Peer Effects of Grade Retention]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Namen]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<source><![CDATA[The Impact of Encouraging Social Promotion]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Okurut]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining the effect of automatic promotion on students&#8217; learning achievements in Uganda&#8217;s Primary Education.]]></article-title>
<source><![CDATA[World of Journal Education]]></source>
<year>2015</year>
<volume>5</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>85-100</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="">
<collab>Organización de las Naciones Unidas</collab>
<source><![CDATA[Objetivos de Desarrollo Sostenible]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Owings]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaplan]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stardards, retention and social promotion.]]></article-title>
<source><![CDATA[Nacional Association of Secondary School Principals,]]></source>
<year>2001</year>
<volume>85</volume>
<numero>629</numero>
<issue>629</issue>
<page-range>57-66</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pastrán]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[La retención escolar en el instituto nacional para la administración y la economía Manuel Olivares Rodríguez en el turno dominical en el segundo semestre 2011]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Percepción docente sobre los criterios de acreditación y promoción de los alumnos de Educación Primaria.]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Heredia]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Propuesta de mejora docente de los lineamientos de acreditación y promoción de alumnos de educación primaria]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pertegal]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliva]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Revisión sistemática del panorama de la investigación sobre redes sociales: Taxonomía sobre experiencias de uso. Comunicar]]></source>
<year>2019</year>
<volume>60</volume>
<numero>27</numero>
<issue>27</issue>
<page-range>81-91</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pettay]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[retention as perceived by kindergarten through third grade teachers]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinzón]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reprobación y desempeño académico: Evidencia de la implementación de la promoción automática en Colombia.]]></article-title>
<source><![CDATA[Documentos CEDE]]></source>
<year>2018</year>
<numero>18</numero>
<issue>18</issue>
<page-range>1-41</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Powell]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Grade Retention: Precarious Public Policy?]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Range]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pijanowski]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Holt]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Young]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Perceptions of Primary Grade Teachers and Elementary Principals about the Effectiveness of Grade-Level Retention.]]></article-title>
<source><![CDATA[The Professional Educator]]></source>
<year>2012</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rathman]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lother]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Vockert]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical Events throughout the Educational Career: The Effect of Grade Retention and Repetition on School-Aged Children&#8217;sWell-Being.]]></article-title>
<source><![CDATA[International Journal of Environmental Research and Public Health]]></source>
<year>2020</year>
<volume>17</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1-30</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Razquin]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introducción y presentación del dossier.]]></article-title>
<source><![CDATA[Revista Latinoamericana de Educación Comparada.]]></source>
<year>2015</year>
<volume>6</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>8-30</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Renaud]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grade Retention: Elementary Teacher&#8217;s Perceptions for Students With and Without Disabilities.]]></article-title>
<source><![CDATA[SAGE Open]]></source>
<year>2013</year>
<volume>sin vol</volume>
<numero>2013</numero>
<issue>2013</issue>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Resende]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Petterini]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Simulating the effects of automatic promotion on early dropouts for both poor and rich students: an application to Brazilian data.]]></article-title>
<source><![CDATA[Applied Economics]]></source>
<year>2020</year>
<numero>2020</numero>
<issue>2020</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robayo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoción automática y competencias como reproducción de las desigualdades en el campo educativo colombiano.]]></article-title>
<source><![CDATA[Revista Educación y Desarrollo Social]]></source>
<year>2009</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>164-79</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Segura]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Strengthening early literacy skills through social promotion policies? Intended and unintended consequences in Costa Rica.]]></article-title>
<source><![CDATA[International Journal of Educational Development]]></source>
<year>2020</year>
<volume>77</volume>
<numero>2020</numero>
<issue>2020</issue>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tipos de Investigación científica: Una simplificación de la complicada incoherente nomenclatura y clasificación.]]></article-title>
<source><![CDATA[Revista Electrónica de Veterinaria]]></source>
<year>2015</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rubinstein]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Cuáles son los países que tienen la educación más cara del mundo?]]></article-title>
<source><![CDATA[BBC News]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Complexities of educators&#8217; beliefs, perceptions and experiences on social promotion and grade retention.]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="">
<collab>Secretaría de Educación Pública</collab>
<source><![CDATA[Plan y Programas de Estudio de Educación Básica]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effective implementation of the policy of automatic class promotion in Cameroon public primary schools: the case of North west and South west regions.]]></article-title>
<source><![CDATA[Bulgarian Journal of Science and Education Policy]]></source>
<year>2018</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-99</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tavassolie]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Winsler]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Early Childhood Research QuarterlyPredictors of mandatory 3rd grade retention from high-stakes testperformance for low-income, ethnically diverse children.]]></article-title>
<source><![CDATA[Early Childhood Research Quarterly]]></source>
<year>2019</year>
<volume>48</volume>
<numero>2019</numero>
<issue>2019</issue>
<page-range>62-74</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Urrútia]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Bonfill]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis.]]></article-title>
<source><![CDATA[Medicina Clínica]]></source>
<year>2010</year>
<volume>135</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>507-11</page-range></nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vallejo-García]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios de promoción estudiantil como factores conexos al éxito o fracaso escolar.]]></article-title>
<source><![CDATA[Revista Latinoamericana de Estudios Educativos]]></source>
<year>2018</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vijil]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Actores clave en la lecto-escritura inicial en República Dominicana. Resultados de un mapeo y análisis de actores.]]></article-title>
<source><![CDATA[Revista de Investigación y Evaluación Educativa]]></source>
<year>2019</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>39-49</page-range></nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Winters]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The benefit´s of Florida´s test-based promotion system.]]></article-title>
<source><![CDATA[Civic Report]]></source>
<year>2012</year>
<volume>sin vol</volume>
<numero>68</numero>
<issue>68</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B73">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Xia]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Glennie]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grade Retention: A Flawed Education Strategy.]]></article-title>
<source><![CDATA[Terry Sandford Institute of Public Policy. Policy Brief]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B74">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yoshida]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Socio-economic status and the impact of the &#8216;Continuous Assessment and Progression System&#8217; in primary education in Myanmar.]]></article-title>
<source><![CDATA[Education]]></source>
<year>2019</year>
<volume>3</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>1-16</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
