The Causal Effects of Grade Retention on Behavioral Outcomes

Autor/inn/en	Martorell, Paco; Mariano, Louis T.
Titel	The Causal Effects of Grade Retention on Behavioral Outcomes
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 2, S.192-216 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1390024
Schlagwörter	Grade Repetition; Educational Policy; Attendance; Cutting Scores; Standardized Tests; Discipline; Student Behavior; Elementary School Students; Attribution Theory; Middle School Students; Social Promotion; Correlation; Suspension; Behavior Problems; Regression (Statistics); Validity; New York (New York) + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Politics of education; Bildungspolitik; Anwesenheit; Standadised tests; Standardisierter Test; Disziplin; Student behaviour; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Unterstützung; Korrelation; Ausschluss; Schulausschluss; Regression; Regressionsanalyse; Gültigkeit
Abstract	This study examines the impact of grade retention on behavioral outcomes under a comprehensive assessment-based student promotion policy in New York City. To isolate the causal effect of grade retention, we implement a fuzzy regression discontinuity (RD) design that exploits the fact that grade retention is largely determined by whether a student scores below a cutoff on a standardized test score. We use data on students subject to the policy over a nine-year span to examine impacts on attendance and disciplinary event outcomes. We do not find evidence of systematic effects of retention on behavioral outcomes in either direction. We do find sporadic nonsustained significant effects of retention on behavioral outcomes. When present, these isolated nonpersistent effects tend to be beneficial when found for retained elementary school students and mixed for retained middle school students. [For the full text grantee submission, see ED588908.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06