共查询到20条相似文献，搜索用时 453 毫秒
1.
This prospective longitudinal study followed a sample of 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. These educational outcomes were contrasted among four groups consisting of: 1) early grade retainees; 2) transitionally placed retained students; 3) students recommended for transitional placement, but promoted; and 4) regularly promoted students. While previous studies examining the efficacy of early grade retention focus exclusively on between‐group comparisons, this study examines the family and individual characteristics of successful and unsuccessful retained students by including both between‐group and within‐group effects on academic and behavioral outcomes. The results of this study demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education, parental value of education, kindergarten personal‐social functioning, and chronological age are distinctly associated with subsequent academic or behavioral outcomes. Variables associated with relative educational success following early failure are delineated and research implications are discussed. © 2001 John Wiley & Sons, Inc. 相似文献
2.
Natalie Nóbrega Santos Vera Monteiro Carolina Carvalho 《European Journal of Education》2023,58(1):130-150
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention. 相似文献
3.
《Journal of research on educational effectiveness》2013,6(4):559-587
AbstractGrade retention, the practice of requiring a student to remain in the same grade the following year, disproportionately affects students with sociodemographic risk and facing academic challenges. Each year, the United States spends $20 billion on retention and two million children are retained. Extant studies examining early elementary grade retention generally focus on short-term effects and academic outcomes; little is known about long-term effects on academic and psychosocial outcomes in the middle grades. The current study uses propensity score methods and a national data set to estimate the effect of first- or second-grade retention on academic achievement and psychosocial outcomes six or seven years later. By comparing students who were retained to students who were similar on observed characteristics but otherwise promoted, we generate causal estimates that show a statistically significant negative effect of retention on reading achievement. Significant and robust effects were not consistently detected for other academic or psychosocial outcomes. As grade retention is a widely used educational intervention, implications for its effectiveness from a policy and practice perspective are discussed. 相似文献
4.
We evaluate the impact of Florida's test-based promotion policy on the probability that low-performing students are retained using data on the universe of third-grade students in the state of Florida from 2001 to 2004. We also examine the effect of formal exemptions to the policy on student proficiency in reading two years later. In an evaluation of retention for third-grade students over time with a logit model we find that Florida's policy has increased the probability that minority students are retained to a greater extent than white students. Contrary to previous research, this differential retention occurs after controlling for student academic proficiency. However, in an evaluation of the academic performance of students who were in the first class subject to the retention policy, we find that retained students outperform students who received an exemption from the policy in reading two years after baseline, indicating that on average exemptions have not been granted to those individuals who would benefit from promotion. 相似文献
5.
Andrew J. Martin 《British Educational Research Journal》2011,37(5):739-763
The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students’ academic and non‐academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with other factors, demographic covariates and ability, there were significant (p < 0.001) main effects of grade retention. In terms of academic factors, grade retention was a significant negative predictor of academic self‐concept and homework completion and a significant positive predictor of maladaptive motivation and weeks absent from school. In terms of non‐academic factors, grade retention was a significant negative predictor of self‐esteem but was not significantly associated with relationship with peers. In follow‐up analyses using a sub‐sample of retained (n = 186) and promoted (n = 186) students matched by ability, age and gender, findings were confirmed and with stronger effects on some factors. For nations and systems emphasizing grade retention and for those emphasizing social promotion, findings have implications for educational practice, policy and theories of child and academic development. 相似文献
6.
We study the effects of closing and restarting low-performing schools as charter schools in New Orleans and Baton Rouge. Using matched difference-in-differences identification with students in Louisiana, we estimate effects for the students who attended the treated schools at the time of treatment. We find positive and precise effects of closure/restart on elementary/middle school test scores, but no clear effects on high school graduation or college entry in New Orleans. However, in Baton Rouge high schools, the interventions reduced high school graduation by 11–15 percentage points. We also provide evidence about how and why these effects emerge. The variation in test score effects within and across cities is positively related to the increase in school value-added that treated students experienced and negatively related to student age/grade and the extent of student disruption. The effects of school closure and restart therefore depend, predictably, on policy design and implementation. This work builds on prior closure/restart research and helps explain the positive effects of the post-Katrina school reforms in New Orleans. 相似文献
7.
This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987-88 school year in Indiana. Of these students, 58% had been retained before identification. The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed. 相似文献
8.
Many students who enter college are insufficiently prepared to follow a demanding college-level curriculum. Thus, higher education institutions often require low-performing students to repeat failed courses, a full term, or even a full year. This paper is the first to investigate the effects of such a “(grade) retention” policy on student performance in higher education. We study a setting where first-year undergraduates who fall short of a pre-defined performance requirement have to repeat all first-year courses before they can proceed to the second year. To determine the causal effect of retention and repetition on student performance, we apply a sharp regression discontinuity design to administrative data from a Swiss university. Based on a sample of 5000 students, we find that grade retention increases dropout probabilities after the first year by about 10 percentage points. Repetition of a full year persistently boosts grade point averages by about 0.5 standard deviations, but does not affect study pace and major choices. 相似文献
9.
Carl Lamote Maarten Pinxten Wim Van Den Noortgate Jan Van Damme 《Educational studies》2014,40(5):496-514
Holding students back when they do not meet a specific attainment level is common practice in a lot of countries. However, this practice is not without controversy and recent studies point at the negative effects of grade retention, especially in the long-term. The majority of these studies focused on grade retention in primary education. In our study, we focused on the effect of grade retention in Grade 8 on language achievement and academic self-concept. We matched students who were and were not retained based on their propensity to be retained and compared both groups using a growth curve analysis. The basic treatment “grade retention vs. promotion” was extended with the certificate these students received at the end of Grade 8. With this growth curve analysis, we were able to draw conclusions on the effect in the short-term, as well as in the long-term. In the short-term (i.e. the year of retention), it seems that grade retention had no negative effect on language achievement in the short-term, and even a positive effect on academic self-concept in the year of retention. The effects became more negative when we considered effects in the long-term. Especially for language achievement, we found a strong decline in the achievement of grade retainees. We found no negative effect of grade retention on academic self-concept. We can conclude that grade retention has a negative effect on the achievement of retained students in the long run, but has no negative effect on academic self-concept. When we take into account the certificate they received, it seems that following the teacher’s advice to change track is a better decision than repeating the grade in the same track. 相似文献
10.
11.
12.
Britton L. Schnurr Deborah K. Kundert Amanda B. Nickerson 《Psychology in the schools》2009,46(5):410-419
Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long‐term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision‐making practices, as well as school psychologists' knowledge, beliefs, and opinions regarding retention. Actual and ideal roles of school psychologists in grade retention decisions were also examined. Participants included 250 school psychologists randomly selected from the membership of the National Association of School Psychologists. Results revealed that the decision to retain is a subjective one, typically made by a team. Responding school psychologists did not support retention and found the research moderately applicable to practice. However, most school psychologists indicated that they were not centrally involved in decision making. Findings also revealed a desire among school psychologists for increased involvement in developing and/or implementing programs aimed at improving performance and consulting on the effects of retention. © 2009 Wiley Periodicals, Inc. 相似文献
13.
Hughes JN 《The Elementary school journal》2011,112(1):38-60
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. 相似文献
14.
Urban districts throughout the country are increasingly closing schools in response to declining enrollment and academic underperformance. We estimate the impact of public school closings in Philadelphia on student achievement and behavioral outcomes. While school closures had no effect on the average achievement of displaced students, achievement increased among displaced students attending higher-performing schools following closure. The achievement of students attending receiving-schools, however, was negatively affected by the receipt of displaced students. School absences increased significantly for displaced students following closure. We also find that the achievement of displaced and receiving-school students declined as the fraction of displaced students attending a receiving-school increased, and displaced students missed more days of school and received more suspension days the farther they traveled to their new school following closure. These findings suggest that the academic and behavioral consequences of closing urban schools depend on the school settings displaced and receiving-school students experience in the wake of closures. 相似文献
15.
In recent years, many states, including California, Texas, and Oregon, have changed admissions policies to increase access to public universities for students from lower socioeconomic backgrounds. A key concern, however, is how these students will perform. This paper examines the relationship between high school quality and student success in college. Using administrative data from the University of Texas at Austin, we take advantage of the unique policy environment provided by Texas's Top 10% automatic admissions law, which has not only increased the diversity of high schools in the state that send students to the university, but also provides an admission criteria based on a sole observable characteristic: high school class rank. We find that high school characteristics do affect student performance, and these effects seem more pronounced for women and low-income students. In addition, there is little evidence that the effects of high school characteristics decay over students’ time in college. 相似文献
16.
Few studies with respect to grade retention and school-disruptive behavior have focused on adolescence. Moreover, previous retention research has ignored multilevel issues. This study aims to fill these research lacunae by addressing the role of grade retention in adolescent students' school misconduct. Furthermore, we explore the role of the percentage of retained students at school in individual-level school misconduct and in moderating the relationship between retention and misconduct. Multilevel analyses of data (2004–2005) from 11,872 students in 85 Flemish secondary schools suggest that, while students retained in primary education exhibited less school misconduct in adolescence, those retained in secondary schools were more likely to break rules. Furthermore, students attending schools with a higher percentage of retainees were found to be more deviant. However, schools' retention composition moderated the relationship between grade retention and school misconduct. Implications are discussed. 相似文献
17.
Martin Carnoy Amber K. Gove Susanna Loeb Jeffery H. Marshall Miguel Socias 《Economics of Education Review》2008
This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment. 相似文献
18.
We analyze the effect of the Community Eligibility Provision (CEP), a universal free-lunch program, on elementary and middle school students' academic performance and attendance in the state of South Carolina. As part of the program, eligible schools can provide free lunches to all students, regardless of whether an individual student qualifies for free or reduced lunch. Using a difference-in-differences approach, we show that CEP leads to about 0.06 of a standard deviation increase in math test scores for elementary school students. We find smaller effects on reading scores and on middle school students. These effects also vary by student poverty, school poverty, and locality. In particular, we find students that were previously eligible for free lunches but not on other public assistance programs benefit the most from CEP. The results may suggest that the expansion of access to free lunch help improve students' academic outcomes. 相似文献
19.
Marisa E. Castellano George B. Richardson Kirsten Sundell James R. StoneIII 《Vocations and Learning》2017,10(1):47-70
In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement. 相似文献
20.
This paper studies the causal effect of grade retention in primary school on juvenile crime in Chile. Implementing a fuzzy regression discontinuity design, we find that repeating an early grade in primary school decreases the probability of committing a crime as a juvenile by 14.5 percentage points. By estimating and simulating a dynamic model, we show that the RD result is mainly driven by two mechanisms related to the timing of grade retention. First, grade retention in early grades decreases the probability of grade retention in late primary school grades. Second, late grade retention in primary education has a positive and more relevant effect on crime than the direct effect in early grades. Our findings support the argument that, conditional on the decision to keep grade retention as an ongoing policy, the optimal implementation at the margin is to retain students in early grades in order to avoid retention in later ones. 相似文献