Grade Retention and School Dropout: Comparing Specific Grade Levels across Childhood and Early Adolescence

Autor/inn/en	Giano, Zachary; Williams, Amanda L.; Becnel, Jennifer N.
Titel	Grade Retention and School Dropout: Comparing Specific Grade Levels across Childhood and Early Adolescence
Quelle	In: Journal of Early Adolescence, 42 (2022) 1, S.33-57 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becnel, Jennifer N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316211010332
Schlagwörter	Grade Repetition; At Risk Students; Instructional Program Divisions; High School Students; Middle School Students; Grade 6; Grade 7; Developmental Stages; Early Adolescents; Longitudinal Studies; Correlation; Dropouts; Dropout Characteristics; Gender Differences; Racial Differences; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Geschlechterkonflikt; Rassenunterschied
Abstract	Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics (N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01