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

Giano, Zachary; Williams, Amanda L.; Becnel, Jennifer N.

doi:10.1177/02724316211010332

Cited by 11 publications

(5 citation statements)

References 58 publications

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“…Therefore, grade retention speeds out the disengagement of pupils. The finding is in harmony with that by Giano et al (2022) which established that repeating students who were in the sixth or seventh grade had the utmost probability of disengaging from school. In other words, grade retention and school disengagement are positively correlated.…”

Section: Research Question 1: To What Extent Does Grade Retention Exi...supporting

confidence: 82%

Relation between Grade Retention and Disengagement among Primary School Pupils in Fuamah District, Liberia

Gbadeh Jolokleh,

K. Wawire,

G. Kariuki

2023

EAJESS

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The purpose of this study was to determine the correlation between grade retention and school disengagement in some selected primary schools in Liberia using the correlational design. a sample of 246 Grade Five learners was selected from five out of 12 schools in the Fuamah District through simple random sampling procedures and a self-constructed questionnaire was the source of data. Data was analyzed using descriptive statistics and Pearson Correlations. The study established that grade retention was somewhat prevalent in schools under investigation as some of the learners admitted to have repeated classes. The study further concluded that grade retention influences students’ disengagement with school. Therefore, it is recommended that grade retention should be avoided as it causes sad feelings to those who repeat the classes and leads to a possibility for some learners to disengage with studies. The avoidance of grade retention can be accomplished when teachers become creative in addressing specific needs of the learners, providing remedial assignments to poor performing learners as well as finding out reasons for learners underperformance and responding accordingly in a creative yet collaborative approach with parents.

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Section: Research Question 1: To What Extent Does Grade Retention Exi...supporting

confidence: 82%

Relation between Grade Retention and Disengagement among Primary School Pupils in Fuamah District, Liberia

Gbadeh Jolokleh,

K. Wawire,

G. Kariuki

2023

EAJESS

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“…Sex differences have also been noted in school discipline outcomes, with boys reporting greater school suspensions (Camacho & Krezmien, 2019). Higher income has also been associated with better self-esteem (Bai et al, 2021), better school bonding (e.g., Assari, 2019), less grade retention (Giano et al, 2022), while lower income has been associated with greater suspensions (Camacho & Krezmien, 2019) and higher depression (Santiago et al, 2011). Finally, identity formation (e.g., self-esteem) has been found to change or increase across adolescent age (Meeus et al, 2010), and school connections and mental health have been found to worsen with age (e.g., Cavioni et al, 2021).…”

Section: Contextual and Demographic Influencesmentioning

confidence: 99%

Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.

Rose,

Joe,

Hancock

2024

Journal of Educational Psychology

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Persistent inequities in the educational success of Black adolescents are a critical social justice concern. Though psychological distress has been associated with worse educational outcomes, less is known about the mechanisms that may influence this association. This study used nationally representative cross-sectional data from the National Survey of American Life-Adolescent (2001-2004 to explore how developmental assets (i.e., self-esteem, mastery, school bonding, educational aspirations, and educational expectations) mediate associations between psychological distress (i.e., perceived stress, depressive symptoms) and educational outcomes (i.e., grades, grade repetition, suspensions, and expulsions) among 1,170 Black adolescents ages 13-17 (52% female; M age = 15). The study found that educational expectations were a statistically significant mediator; lower psychological distress was associated with greater expectations which, in turn, was linked to better grades, lower grade repetition, and fewer expulsions. Additionally, school bonding was a statistically significant mediator such that lower perceived stress and depressive symptoms were associated with better school bonding. In turn, school bonding was associated with higher grades and fewer school expulsions. Self-esteem also significantly mediated the association between psychological distress and grade repetition. Study findings can contribute to precision in identifying culturally relevant targets of interventions among Black adolescents and help to address racial disparities in adolescent educational outcomes. Educational Impact and Implications StatementThis research used a strength-based approach to explore developmental assets that have the potential to promote better educational outcomes among Black adolescents, despite experiences of psychological distress. We found that self-esteem, positive connections to school, and higher educational expectations supported better grades, as well as less grade repetition and fewer expulsions. The findings warrant further exploration in the development of school-based efforts to address racial disparities in adolescent educational outcomes.

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“…Thus, we could not estimate the potential long-term effects of grade retention more precisely. Considering the specific grade when students were retained is important not only from a developmental perspective but also due to findings from previous studies, where grade retention effects differed according to the grade where they were retained, e.g., [66].…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

One Step Back or One Step Forward? Effects of Grade Retention and School Retention Composition on Portuguese Students’ Psychosocial Outcomes Using PISA 2018 Data

Pipa

Peixoto

2022

Sustainability

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Grade retention is a common practice applied to academically struggling students within the Portuguese context. Studies investigating the psychological experiences of grade-retained students are still scarce. In addition, most studies tend to neglect the multilevel nature of the school context. This study examines the effects of grade retention in grades 1–9 on Portuguese students’ psychosocial outcomes by the age of 15, using PISA 2018 data. Using a quasi-experimental design through full matching, we reduced the bias between 1362 retained and 4189 promoted students in relevant background variables. Results from the multilevel models showed that retained students, by the age of 15, present lower task orientation and school belonging. In addition, we found that the high retention rates negatively relate to students’ reading self-concept, task orientation, and school valuing and that school retention rates moderate the relationship between students’ retention and the psychosocial variables considered. Overall, these findings suggest detrimental effects of grade retention and that grade retention also affects the promoted peers of retained students.

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

Cited by 11 publications

References 58 publications

Relation between Grade Retention and Disengagement among Primary School Pupils in Fuamah District, Liberia

Relation between Grade Retention and Disengagement among Primary School Pupils in Fuamah District, Liberia

Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.

One Step Back or One Step Forward? Effects of Grade Retention and School Retention Composition on Portuguese Students’ Psychosocial Outcomes Using PISA 2018 Data

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