Repetition and Inadequate Achievement in Latin America's Primary School: a review of magnitudes causes relationships and strategies

Schiefelbein, Ernesto; Wolff, Laurence

doi:10.18222/eae00719932347

Cited by 18 publications

(11 citation statements)

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“…For example, Schiefelbein and Wolff (1992) estimate that ten million repeaters each year in ten South American countries cost these countries about one billion dollars annually. Gomes-Neto and Hanushek (1994) estimate that the average cost of grade retention as a strategy for raising test scores by one point was about one-fourth to onethird of the average student cost in Brazil's rural northeast region.…”

Section: Discussionmentioning

confidence: 99%

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

King¹,

Orazem²,

Paterno³

2008

Policy Research Working Papers

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Many educators and policymakers have argued for lenient grade promotion policy --even automatic promotion --in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer's ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation. AbstractMany educators and policymakers have argued for lenient grade promotion policy -even automatic promotion -in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer's ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation.

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Section: Discussionmentioning

confidence: 99%

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

King¹,

Orazem²,

Paterno³

2008

Policy Research Working Papers

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“…The issue of retention in grade is particularly important in Latin American countries, where the default policy is often to allow children to repeat grades rather than to try to prevent their academic failure 8 or provide them with intensive remedial interventions (Schiefelbein & Wolff, 1992).…”

Section: Costa Rica: the Educational Contextmentioning

confidence: 99%

Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners

Francisco

Arias²,

Villers³

et al. 2006

International Journal of Educational Research

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“…1 No início dos anos 90, o continente latino americano apresentava as piores taxas de reprovação e evasão do mundo, e estas foram identificadas como o principal problema do sistema de educação básica da América Latina (Schiefelbein & Wolff 1993). Apesar dos esforços recentes de inclusão das crianças na escola na maior parte do continente, (Filmer & Pritchett 1999, Wolff et al 2002 as taxas de evasão continuaram altas, principalmente entre famílias mais pobres.…”

Section: Introductionunclassified

“…Esse "peer effect" pode ser negativo e relevante na medida em que um aumento na proporção de alunos desinteressados afeta o ambiente em classe e sobrecarrega o professor, afetando o desempenho de alunos e professores em sala de aula. Por outro lado, ao diminuir as distorções idade-série, a não retenção pode gerar um "peer effect" positivo, visto que há evidências de que grandes heterogeneidades na idade dos alunos em sala de aula reduz a eficiência dos métodos de ensino tradicionais (Schiefelbein & Wolff 1993).…”

Section: Introductionunclassified

O regime de ciclos de aprendizagem e a heterogeneidade de seus efeitos sobre a proficiência dos alunos

Carvalho¹,

Firpo²

2014

Econ. Apl.

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ResumoNeste artigo avaliamos o impacto da adoção do regime de ciclos ao longo da distribuição intra-classe de proficiência em matemática e português. Investigamos crianças matriculadas nas 4ªe 8ªséries. Os resultados indicam que há fraca relação entre a mudança de um regime seriado para o de ciclos sobre o desempenho, mesmo ao longo da distribuição. Contudo, no sentido inverso, a readoção das séries gerou impactos positivos no desempenho de matemática na 4ªsérie para todos os pontos da distribuição. Pode-se concluir que, em geral, a reprovação não parece gerar aumentos de esforço dos alunos, sobretudo entre alunos mais velhos.Palavras-chave: Educação; Não retenção; Desempenho Acadêmico. AbstractWe evaluate the impact of non-retention policies over the distribution of academic achievement of elementary Brazilian public schools students. Results suggest a weak correlation between the adoption of non-retention policies and the academic achievement. However, in the opposite direction, readopting grade repetition showed a positive impact on 4th grade math students over the entire distribution. In general, we may say that grade repetition does not seem to increase students' efforts, especially in older students.

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Repetition and Inadequate Achievement in Latin America's Primary School: a review of magnitudes causes relationships and strategies

Cited by 18 publications

References 0 publications

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners

O regime de ciclos de aprendizagem e a heterogeneidade de seus efeitos sobre a proficiência dos alunos

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