Short-Term Effects of Grade Retention on the Growth Rate of Woodcock-Johnson III Broad Math and Reading Scores

Autor/inn/en	Wu, Wei; West, Stephen G.; Hughes, Jan N.
Titel	Short-Term Effects of Grade Retention on the Growth Rate of Woodcock-Johnson III Broad Math and Reading Scores
Quelle	In: Journal of School Psychology, 46 (2008) 1, S.85-105 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2007.01.003
Schlagwörter	Grade Repetition; Reading Skills; Grade 1; Language Proficiency; Mathematics Skills; Scores; Literacy; Predictor Variables + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Language skill; Language skills; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Prädiktor
Abstract	We investigated the effects of grade retention in first grade on the growth of the Woodcock-Johnson broad mathematics and reading scores over three years using linear growth curve modeling on an academically at-risk sample. A large sample (n=784) of first grade children who were at risk for retention was initially identified based on low literacy scores. Scores representing propensity for retention were constructed based on 72 variables collected in comprehensive baseline testing in first grade. We closely matched 97 pairs of retained and promoted children based on their propensity scores using optimal matching procedures. This procedure adjusted for baseline differences between the retained and promoted children. We found that grade retention decreased the growth rate of mathematical skills but had no significant effect on reading skills. In addition, several potential moderators of the effect of retention on growth of mathematical and reading skills were identified including limited English language proficiency and children's conduct problems. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10