Hold Back to Move Forward? Early Grade Retention and Student Misbehavior

Autor/in	Özek, Umut
Titel	Hold Back to Move Forward? Early Grade Retention and Student Misbehavior
Quelle	In: Education Finance and Policy, 10 (2015) 3, S.350-377 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00166
Schlagwörter	Grade Repetition; Educational Policy; Student Behavior; Behavior Problems; Public Education; Reading Difficulties; Reading Skills; Grade 3; Elementary School Students; Regression (Statistics); Probability; Suspension; Discipline Problems; At Risk Students; Economically Disadvantaged; Socioeconomic Influences; Males; Gender Differences; Florida + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Politics of education; Bildungspolitik; Student behaviour; Schülerverhalten; Öffentliche Erziehung; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Ausschluss; Schulausschluss; Sozioökonomischer Faktor; Male; Männliches Geschlecht; Geschlechterkonflikt
Abstract	Test-based accountability has become the new norm in public education over the last decade. In many states and school districts nationwide, student performance on standardized tests plays an important role in high-stakes decisions, such as grade retention. This study examines the effects of grade retention on student misbehavior in Florida, which requires students with reading skills below grade level to be retained in the third grade. The regression discontinuity estimates suggest that grade retention increases the likelihood of disciplinary incidents and suspensions in the short run, yet these effects dissipate over time. The findings also suggest that these short-term adverse effects are concentrated among economically disadvantaged and male students. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01