Differential Growth Trajectories for Achievement among Children Retained in First Grade: A Growth Mixture Model

Autor/inn/en	Chen, Qi; Hughes, Jan N.; Kwok, Oi-Man
Titel	Differential Growth Trajectories for Achievement among Children Retained in First Grade: A Growth Mixture Model
Quelle	In: Elementary School Journal, 114 (2014) 3, S.327-353 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/674054
Schlagwörter	Elementary School Students; Grade Repetition; Academic Achievement; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Reading Achievement; Mathematics Achievement; Achievement Gains; Differences; Student Diversity; Models; Student Development; Early Intervention + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Unterscheiden; Analogiemodell
Abstract	The authors investigated the differential effect of retention on the development of academic achievement from grades 1 to 5 on children retained in grade 1 over 6 years. Growth mixture model (GMM) analyses supported the existence of two distinct trajectory groups of retained children for both reading and math among 125 ethnically and linguistically diverse retained children. For each achievement domain, a low intercept/higher growth group (Class 1) and a high intercept/slower growth group (Class 2) were identified. Furthermore, Class 1 children were found to score lower on several measures of learning related skills variables and were characterized by having poorer self-regulation and fewer prosocial behaviors compared to the other group. Findings suggest that some children appear to benefit more from retention, in terms of higher reading and math growth, than others. Study findings have implications for selecting children into retention intervention and early intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10