How Can Cross-Country Differences in the Practice of Grade Retention Be Explained? A Closer Look at National Educational Policy Factors

Autor/inn/en	Goos, Mieke; Schreier, Brigitte Maria; Knipprath, Heidi Maria Eduard; De Fraine, Bieke; Van Damme, Jan; Trautwein, Ulrich
Titel	How Can Cross-Country Differences in the Practice of Grade Retention Be Explained? A Closer Look at National Educational Policy Factors
Quelle	In: Comparative Education Review, 57 (2013) 1, S.54-84 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/667655
Schlagwörter	Educational Policy; Grade Repetition; Foreign Countries; Probability; Cultural Differences; Cross Cultural Studies; High School Students; Social Influences; Predictor Variables; Cultural Influences; Educational Environment; Teacher Influence; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Ausland; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Kultureller Unterschied; Cultural comparison; Kulturvergleich; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sozialer Einfluss; Prädiktor; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This study investigates the extent to which national educational policy factors can explain differences in the probability of students repeating a grade in primary and lower-secondary education across OECD member countries. Data from the PISA 2009 study, the OECD "Education at a Glance" brochures, and the TALIS 2007 study were analyzed by means of three-level logistic regression models. The results indicate that a remarkable amount of variation in the likelihood of student grade retention lies at the country level. National educational policy factors, however, only partly explain this variation, indicating that traditions and societal beliefs regarding the benefits of grade retention also play a role in the explanation for international differences in retention. (Contains 2 figures, 4 tables, and 14 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10