Effect of Early Grade Retention on School Completion: A Prospective Study

Autor/inn/en	Hughes, Jan N.; West, Stephen G.; Kim, Hanjoe; Bauer, Shelby S.
Titel	Effect of Early Grade Retention on School Completion: A Prospective Study
Quelle	In: Journal of Educational Psychology, 110 (2018) 7, S.974-991 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000243
Schlagwörter	Grade Repetition; Elementary School Students; High School Graduates; Graduation Rate; Dropouts; High School Equivalency Programs; At Risk Students; Grade 1; Longitudinal Studies; Ethnicity; Gender Differences; Academic Achievement; Student Motivation; Correlation; High School Students; Texas + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnizität; Geschlechterkonflikt; Schulleistung; Schulische Motivation; Korrelation; Student; Students; Schüler; Schülerin; Studentin
Abstract	This 14-year prospective study investigated the effect of retention in Grades 1-5 on high school completion (diploma, GED, or drop out). Participants were 734 (52.7% males) ethnically diverse, academically at-risk students recruited from Texas schools into the study when they were in first grade (mean age = 6.57). Propensity score weighting successfully equated the 256 retained students and the 478 students continuously promoted students on 65 covariates assessed in Grade 1. At the end of 14 years, 477 had earned a diploma, 21 had obtained a GED, 110 had dropped out, and 126 were missing school completion status. Using multinomial logistic regression with high school graduation as the reference outcome, retention led to a significant increase in the likelihood of dropping out of high school (odds ratio = 2.61), above students' propensity to be retained and additional covariates. The contrast between graduation and GED outcomes was not significant. A significant Retention × Ethnicity × Gender interaction was obtained: The negative effect of retention was strongest for African American and Hispanic girls. Even though grade retention in the elementary grades does not harm students in terms of their academic achievement or educational motivation at the transition to high school, retention increases the odds that a student will drop out of school before obtaining a high school diploma. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01