Effects of Kindergarten Retention for At-Risk Children's Mathematics Development

Autor/inn/en	Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01