Effect of Retention in First Grade on Children's Achievement Trajectories over 4 Years: A Piecewise Growth Analysis Using Propensity Score Matching

Autor/inn/en	Wu, Wei; West, Stephen G.; Hughes, Jan N.
Titel	Effect of Retention in First Grade on Children's Achievement Trajectories over 4 Years: A Piecewise Growth Analysis Using Propensity Score Matching
Quelle	In: Journal of Educational Psychology, 100 (2008) 4, S.727-740 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Grade Repetition; Grade 1; Mathematics Achievement; Reading Achievement; Elementary School Students; Comparative Analysis; Longitudinal Studies; Behavior Problems; Family School Relationship; Limited English Speaking + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 01; 1. Schuljahr; Schuljahr 01; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The authors investigated the relatively short-term and longer term effects of grade retention in 1st grade on the growth of mathematics and reading achievement over 4 years. The authors initially identified a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance. From this sample, the authors closely matched 1 retained with 1 promoted child (n = 97 pairs) on the basis of propensity scores constructed from 72 background variables and compared growth of retained and promoted children using Rasch-modeled W scores and grade standard scores, which facilitate age-based and grade-based comparisons, respectively. When using W scores, retained children experienced a slower increase in both mathematics and reading achievement in the short term but a faster increase in reading achievement in the longer term than did the promoted children. When using grade standard scores, retained children experienced a faster increase in the short term but a faster decrease in the longer term in both mathematics and reading achievement than did promoted children. Some of the retention effects were moderated by limited English language proficiency, home-school relationship, and children's externalizing problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10