Don't Hold Back? the Effect of Grade Retention on Student Achievement

Autor/in	Diris, Ron
Titel	Don't Hold Back? the Effect of Grade Retention on Student Achievement
Quelle	In: Education Finance and Policy, 12 (2017) 3, S.312-341 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00203
Schlagwörter	Grade Repetition; Academic Achievement; Models; Probability; Age Differences; Maturity (Individuals); Student Characteristics; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; School Entrance Age; Elementary Education; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; Analogiemodell; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Age; Difference; Age difference; Altersunterschied; Reifung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Einschulungsalter; Elementarunterricht
Abstract	This study analyzes the effect of age-based retention on school achievement at different stages of education. I estimate an instrumental variable model, using the predicted probability of retention given month of birth as an instrument, while simultaneously accounting for the effect of month of birth on maturity at the time of testing. The analysis further assesses heterogeneity in retention effects by achievement, by background characteristics, and by type of skill. Using international data from multiple waves of the PISA international assessment test, I find that grade retention in primary school harms student achievement across the distribution, while delayed school entry can produce positive results for those at the lower end. The identified local average treatment effect indicates that letting students retain in primary school because of a low relative age is harmful for their future school achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01