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Repetition in Europe is primarily explained by cultural factors (Eurydice)

According Eurydice January 2011 "Repetition in compulsory education in Europe, regulations and statistics , belief in the benefits of repetition as a means of remediation to academic difficulties remains prevalent in countries where the rate of doubling its high, especially in France, despite regulations designed to limit it.

"Adaptation of regulations on repetition is not sufficient to change the 'belief' " of some countries that repetition is beneficial to the student. The study recommends then "replace" this "conviction" by "a different approach to the management of pupils with learning difficulties" because "the major challenge lies more in the questioning of certain convictions and beliefs that changes in regulations. "

Based on PISA 2009 and Eurostat 2008, the study compares the rate of repetition of the European countries vary considerably from one country to another, from 0.5% in Finland and 4.9% in Austria to 17.8% in France or 31.9% in Spain.

To show that repetition is explained primarily by cultural factors, Eurydice distinguish two groups:

- first includes countries with a repetition rate near zero or very low at the end of Primary Education , these are the Scandinavian countries, several countries in Eastern Europe and England. Repetition remain "stable or increase slightly" in the remainder of schooling. This phenomenon occurs "in spite of different rules" between countries this group.

- the second has a repetition rate at primary level is quite high. Yet according to Eurydice, these trends are independent of the permissiveness of the law. If the repetition rate in primary education is high, some countries, lower secondary level, a decrease in the number of repetitions. This can be explained by "orientation towards vocational" when lower secondary offers "several types of education" (Germany or Belgium).

But of France, Spain and Portugal, moved an "organizational core for all students" lower secondary. In these countries, "the use of repetition in secondary school remains at a rate quite similar to that of primary while in Spain it is growing strongly in high school despite the regulatory limitations and possibilities of catching implemented .

The survey concludes that "in all countries in the second group, the trend towards the practice of repetition as a means of remediation to academic difficulties is thus confirmed for both educational levels."

See Eurydice
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/126FR.pdf