Patterns and Trends in Grade Retention Rates in the United States, 1995-2010

Autor/inn/en	Warren, John Robert; Hoffman, Emily; Andrew, Megan
Titel	Patterns and Trends in Grade Retention Rates in the United States, 1995-2010
Quelle	In: Educational Researcher, 43 (2014) 9, S.433-443 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14563599
Schlagwörter	Grade Repetition; Gender Differences; Racial Differences; Ethnic Groups; Geographic Location; Socioeconomic Status; Educational Policy; Measurement; Census Figures; Surveys; Elementary School Students; Secondary School Students; African American Students; White Students; Hispanic American Students; Graduation; High School Graduates; Family Characteristics; Regression (Statistics); Educational Attainment; Parent Background; Family Structure; Statistical Analysis; Multivariate Analysis + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Geschlechterkonflikt; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; Politics of education; Bildungspolitik; Messverfahren; Volkszählung; Survey; Umfrage; Befragung; Sekundarschüler; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Abschluss; Graduierung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Regression; Regressionsanalyse; Bildungsabschluss; Bildungsgut; Elternhaus; Familienkonstellation; Familiensystem; Statistische Analyse; Multivariate Analyse
Abstract	Although grade retention may be consequential for a number of important educational and socioeconomic outcomes, we know surprisingly little about the actual rate at which students are made to repeat grades. We build on Hauser, Frederick, and Andrew's 2007 measure of grade retention using data from the 1995 through 2010 Current Population Surveys. We make technical improvements to their measure, provide more recent estimates, and validate the measure against external criteria. Our measure describes large disparities in grade retention rates by sex, race/ethnicity, geographic locale, and students' socioeconomic circumstances. However, both absolute retention rates and disparities in retention rates have declined markedly since 2005. We conclude by describing how our measures might be used to model the impact of economic and policy contexts on grade retention rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10