Retention of Hispanic/Latino Students in First Grade: Child, Parent, Teacher, School, and Peer Predictors

Autor/inn/en	Willson, Victor L.; Hughes, Jan N.
Titel	Retention of Hispanic/Latino Students in First Grade: Child, Parent, Teacher, School, and Peer Predictors
Quelle	In: Journal of School Psychology, 44 (2006) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2005.12.001
Schlagwörter	Grade Repetition; Hispanic American Students; Grade 1; Predictor Variables; Literacy; Teacher Student Relationship; Parent Responsibility; Educational Responsibility; Bilingual Education Programs; Student Characteristics; Age Differences + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Erziehungsverantwortung; Age; Difference; Age difference; Altersunterschied
Abstract	A sample of 283 Hispanic children with literacy performance at entrance to first grade below the median for their school district was studied as part of a larger research project on the predictors of grade retention in grade 1. Following retention decisions, 51 Hispanic students were retained in first grade. Low literacy skills, being young at entrance to first grade, low ego resilience, low support in the teacher-student relationship, and parents' low sense of responsibility for their children's educational outcomes predicted retention decisions. Hierarchical logistics regression investigated the contribution of six categories of variables (academic competencies; socio-demographic characteristics; social, emotional, and behavioral adjustment; resiliency, school context; and home environment) to retention. Controlling for literacy, only being young for grade and parents' low sense of responsibility for their children's adjustment to school made a direct contribution to retention. Early literacy skills were higher for children enrolled in bilingual classrooms than for children in non-bilingual classrooms. Implications for educational policy are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10