Rethinking Early Elementary Grade Retention: Examining Long-Term Academic and Psychosocial Outcomes

Autor/inn/en	Hwang, Sophia H. J.; Cappella, Elise
Titel	Rethinking Early Elementary Grade Retention: Examining Long-Term Academic and Psychosocial Outcomes
Quelle	11 (2018) 4, S.559-587 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Sophia H. J.) ORCID (Cappella, Elise) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Grade Repetition; Elementary School Students; Primary Education; Grade 1; Grade 2; Outcomes of Education; Academic Achievement; Student Development; Adolescents; Reading Achievement; Middle School Students; Longitudinal Studies; Children; Surveys; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lernleistung; Schulerfolg; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung
Abstract	Grade 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. [This article was published in "Journal of Research on Educational Effectiveness" (EJ1202584).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01