Modeling the effects of grade retention in high school

Cockx, Bart; Picchio, Matteo; Baert, Stijn

doi:10.1002/jae.2670

Cited by 30 publications

(34 citation statements)

References 43 publications

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“…At later grades, retention is harmful. It reduces student achievement and high school completion (Cockx et al, 2018;Jacob & Lefgren, 2009) and increases the risk of being convicted of a crime by age 25 (Eren et al, 2018).…”

Section: Black-white Grade Retention Gapsmentioning

confidence: 99%

Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes

Shores

Kim

Still

2020

American Educational Research Journal

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We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and districts with large gaps in one outcome are likely to have large gaps in another. Socioeconomic and segregation variables explain 1.7 to 3.5 times more variance for achievement relative to nonachievement outcomes. Systemic patterns of racial socioeconomic inequality drive inequalities across multiple educational outcomes; however, discretionary policies at local levels are more influential for nonachievement outcomes.

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Section: Black-white Grade Retention Gapsmentioning

confidence: 99%

Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes

Shores

Kim

Still

2020

American Educational Research Journal

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“…As for studies that assess the effect of grade retention in secondary level, Brodaty et al (2014) showed that the elasticity with respect to grade repetition risk (or risk of delay) is negative and very important regarding enrolment in college in France. Cockx et al (2019) found that pupils repeating (for the first time) grade 8 have a 14 percentage point lower chance of graduating from high school. Moreover, Mahjoub (2017) concluded that grade repetition improves the probability of graduating from junior high school by 2.5 probability points using IV and matching estimators.…”

Section: Impact Of Grade Retention On Other Educational and Labour Mamentioning

confidence: 95%

Effects of Grade Retention Policies: A Literature Review of Empirical Studies Applying Causal Inference

Valbuena

Mediavilla

Choi

et al. 2020

Journal of Economic Surveys

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The identification of the causal effects of grade retention policies is of enormous relevance for researchers and policymakers alike. Taking advantage of the availability of more detailed longitudinal datasets, researchers have been able to apply different identification strategies that address the classical problems of selection bias and unobserved heterogeneity that have plagued previous studies on the effect of retention. We present a systematic literature review of empirical studies aiming to unveil the causal effects of retention. This study underlines the need to consider and evaluate different kinds of grade retention polices as their effects vary depending on several dimensions (such as timing of the policy, comparison groups, length of the effects or institutional settings). According to the results of our review, we conclude that grade retention is unlikely to be an efficient policy as the costs associated to the policy can easily outweigh the potential (weak) benefits of retention. It is therefore necessary to consider alternative policies to retention, or policies that can be used in combination with it, in order to enhance the performance of low achievers, in particular those students at risk characterized by a low ability profile.

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“…The data for the empirical research came from the SONAR survey (Baert & Cockx, 2013; Baert et al, 2013; Cockx et al, 2019; SONAR, 2000), created to study how Flemish youth make the transition from school to work. Flanders is the Northern, Dutch‐speaking part of Belgium.…”

Section: Methodsmentioning

confidence: 99%

“…This school delay is represented in approximately 9% of the individuals in our data. For more details on the educational system in Flanders, see Baert and Cockx (2013), Baert et al (2013), Cockx et al (2019), and De Ro (2008).…”

Section: Methodsmentioning

confidence: 99%

Secondary School Success in Times of Parental Divorce

Baert

Straeten

2020

Family Relations

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Objective We investigated how educational performance during secondary education evolves in the years before, during, and after parental divorce. Background Theoretical models predict different divorce effect patterns in the school year of the divorce and in the years around it. However, we are not aware of any existing studies attempting to measure this pattern. Method The study was based on unique panel data capturing parental divorce and school results for 2,685 Belgian pupils. We employed this panel to correct for time‐invariant, unobservable drivers of educational performance, as well as to take into account time‐variant unobserved drivers. Results The results indicate that the divorce penalty peaks in the school year of the divorce. A zero treatment effect in the preceding and subsequent years cannot be rejected. Moreover, simpler econometric strategies tended to overestimate the divorce penalty. Conclusion Our findings are mostly in line with the parental adjustment and life stress theories. From a policy perspective, we suggest that it is essential to support children in the months before and after parental divorce, while special treatment in later years may be less necessary.

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Modeling the effects of grade retention in high school

Cited by 30 publications

References 43 publications

Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes

Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes

Effects of Grade Retention Policies: A Literature Review of Empirical Studies Applying Causal Inference

Secondary School Success in Times of Parental Divorce

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