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Autor/inn/en | Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan |
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Titel | Effects of Kindergarten Retention for At-Risk Children's Mathematics Development |
Quelle | In: Research Papers in Education, 30 (2015) 3, S.305-326 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0267-1522 |
DOI | 10.1080/02671522.2014.919523 |
Schlagwörter | At Risk Students; Kindergarten; Grade Repetition; Mathematics Skills; Longitudinal Studies; Mathematics Achievement; Probability; Scores; Achievement Gains; Program Effectiveness; Quasiexperimental Design; Comparative Analysis; Control Groups; Experimental Groups; Grade 1; Foreign Countries; Databases; Achievement Tests; Belgium Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathematical ability; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Achievement gain; Leistungssteigerung; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Datenbank; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Belgien |
Abstract | When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children's post-treatment school trajectories. Analysing data from a large-scale longitudinal study, we find that, on average, kindergarten repeaters would perform better for mathematics until five years later, were they promoted to first grade instead. However, if promoted instead, kindergarten repeaters would also have a higher likelihood to be retained in first grade and, under that condition, have a lower growth rate and score lower for mathematics five years later. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |