Holding back and holding behind: grade retention and students’ non-academic and academic outcomes

Martin, Andrew J.

doi:10.1080/01411926.2010.490874

Cited by 76 publications

(112 citation statements)

References 55 publications

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“…Those opposed to grade retention emphasise its inefficacy (Jimerson et al, 2002), its high cost (OECD, 2011) and its negative impact on student motivation, given that those required to repeat the grade are separated from their friends, obliged to retake not only the subjects they failed but those they passed, and to suffer the potential stigma of being labelled "slow" students (Martin, 2011). Moreover, the practice may also generate discipline issues in schools (Crothers et al, 2010).…”

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confidence: 99%

Double Toil and Trouble: Grade Retention and Academic Performance

et al. 2016

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The IEB research group in Human Capital aims at promoting research in the Economics of Education. The main objective of this group is to foster research related to the education and training of individuals and to promote the analysis of education systems and policies from an economic perspective. Some topics are particularly relevant: Evaluation of education and training policies; monetary and non-monetary effects of education; analysis of the international assessments of the skills of the young (PISA, PIRLS, TIMMS) and adult populations (PIAAC, IALS); education and equality, considering the inclusion of the disabled in the education system; and lifelong learning. This group puts special emphasis on applied research and on work that sheds light on policy-design issues. Moreover, research focused in Spain is given special consideration. Disseminating research findings to a broader audience is also an aim of the group. This research group enjoys the support from the IEB-Foundation.The Barcelona Institute of Economics (IEB) is a research centre at the University of Barcelona (UB) which specializes in the field of applied economics. The IEB is a foundation funded by the following institutions: Applus, Abertis, Ajuntament de Barcelona, Diputació de Barcelona, Gas Natural, La Caixa and Universitat de Barcelona. The IEB working papers represent ongoing research that is circulated to encourage discussion and has not undergone a peer review process. Any opinions expressed here are those of the author(s) and not those of IEB. Documents de Treball de l'IEB 2016/7 DOUBLE TOIL AND TROUBLE: GRADE RETENTION AND ACADEMIC PERFORMANCE *Álvaro Choi, María Gil, Mauro Mediavilla, Javier Valbuena ABSTRACT: Most recent available evidence points to the scarce efficacy of grade retention for levelling the performance of students. Yet, the fact that many countries persist in applying this measure reflects longstanding traditions, cultural factors and social beliefs as well, it would seem, the lack of robust empirical evidence to do otherwise. We contribute to the literature by analysing the impact of grade retention on the reading competencies of lower secondary school students in Spain, a country where almost one out of every three students will repeat at least one grade by age 16. We overcome the absence of longitudinal data by creating a pseudo-panel that combines microdata from two international assessments, PIRLS and PISA. Having controlled for reverse causality, our study confirms the negative and heterogeneous impact of grade retention. This paper provides new evidence of the pressing need to rethink this educational policy, and our results highlight the importance of early intervention as opposed to only employing remedial measures.JEL Codes: I21, I28, I24

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confidence: 99%

Double Toil and Trouble: Grade Retention and Academic Performance

et al. 2016

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“…Delinquent behaviour combined with a deviant peer group increase the likelihood of educational disengagement and other problematic outcomes that follow youth into adulthood (Washburn and Capaldi 2013). Internalising and externalising behavioural risks play a key role in disengagement from school (Martin 2011;Ungar and Liebenberg 2013). The connection between delinquent behaviour and poor educational outcomes is moderated by levels of social competence (Stepp et al 2011).…”

Section: Risk Factors and Educational Aspirations And Outcomesmentioning

confidence: 99%

Pathways to educational aspirations: resilience as a mediator of proximal resources and risks

Sanders

Munford

Boden

2017

Kōtuitui: New Zealand Journal of Social Sciences Online

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Educational aspirations play an important role in educational achievement, understanding more about the factors that shape aspirations should enable educators and others who support young people to better articulate educational ambitions and then to work towards their achievement. Given this, the current paper uses a form of integrative data analysis to examine two issues. First, it identifies that a social ecological measure of resilience mediates the impact which proximal risks and resources have upon young people's educational aspirations. Second, it establishes that the linkages between these proximal risks and resources, resilience and educational aspirations are similar for young people facing high levels of adversity and young people on more or less normative developmental pathways. The paper draws on a data collected in the first wave of the Youth Transitions Study; a longitudinal mixed-methods investigation of the factors that influence transitions to adulthood for a group of vulnerable teenagers. ARTICLE HISTORY

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“…Holding a student in the same grade for more than one academic school year; repeating a grade (Martin, 2011). More recently, the language has changed in the literature from calling a student who repeated a year of schooling as a retention, or one who retained, to calling this practice grade repetition.…”

Section: Individualized Educational Plan (Iep) "The Individualized Ementioning

confidence: 99%

“…Automatic promotion of students to the next grade level even when minimum competencies have not been met, hoping the child will somehow acquire those necessary competencies (Fager & Richen, 1999;Gleason, Kwok, & Hughes, 2007;Martin, 2011).…”

Section: Same-grade Comparisonmentioning

confidence: 99%

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Experiences with grade repetition : a narrative inquiry using a resiliency lens

Kay¹

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For decades, retention has been a common practice implemented as an intervention for the at-risk or underperforming student (Alexander, Entwisle, & Dauber, 2003;Jimerson, Pletcher, & Kerr, 2005;Murray, Woodruff, & Vaughn, 2010;Penfield, 2010;Shepard & Smith, 1990;Warren & Saliba, 2012). While practitioners believe grade repetition raised students to grade level standards, often this intervention resulted in short-term academic achievement gains, followed by a fade in progress, and a negative student attitude toward school .Research shows that grade repetition does more academic, social, and emotional harm than good & Dalton, 2002;Parker, 2001;Rouse, 2007;Shepard & Smith, 1990), and political policy (Martin, 2009;Murray et al, 2010;Penfield, 2010;Shepard & Smith, 1990;Tanner & Combs, 1993;Van Breda, 2011). Recent data further supported that there is a potential disconnect between research and practice, and given that practitioners continue to repeat students, it might be advantageous for researchers to evaluate students' lives post-retention (Gottfried, 2012). It is through the lens of academic resilience theory that this narrative inquiry presented the long overlooked stories of eight students retained in elementary school in order to explore the following research question: How did students' experience with grade repetition in

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Holding back and holding behind: grade retention and students’ non-academic and academic outcomes

Cited by 76 publications

References 55 publications

Double Toil and Trouble: Grade Retention and Academic Performance

Double Toil and Trouble: Grade Retention and Academic Performance

Pathways to educational aspirations: resilience as a mediator of proximal resources and risks

Experiences with grade repetition : a narrative inquiry using a resiliency lens

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