Who is retained in school, and when? Survival analysis of predictors of grade retention in Luxembourgish secondary school

Klapproth, Florian; Schaltz, Paule

doi:10.1007/s10212-014-0232-7

Cited by 20 publications

(20 citation statements)

References 47 publications

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“…Studies have generally shown that grade retention is more likely to occur in male (e.g., Jimerson et al, 1997 ; Chen et al, 2010 ; Huang, 2014 ; Klapproth and Schaltz, 2015 ; Davoudzadeh et al, 2015 ), young-for-grade children (see Huang, 2014 ), from low socioeconomic status (e.g., Davoudzadeh et al, 2015 ; Klapproth and Schaltz, 2015 ), and being from an ethnic minority (e.g., Klapproth and Schaltz, 2015 ). Retention is also more likely when the students’ parental education level is low, mothers have a lower IQ (e.g., Jimerson et al, 1997 ; Jimerson et al, 2006 ) and parents are less involved in school life (e.g., Jimerson et al, 1997 ).…”

Section: Introductionmentioning

confidence: 99%

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

Peixoto¹,

Monteiro²,

Mata³

et al. 2016

Front. Psychol.

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Keeping students back in the same grade -retention -has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in selfesteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students' academic adjustment and turn retention into a risk factor.

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Section: Introductionmentioning

confidence: 99%

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

Peixoto¹,

Monteiro²,

Mata³

et al. 2016

Front. Psychol.

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“…According to , about 20% of the students have already repeated a grade level by the third grade of primary school, and roughly the same percentage of students have repeated a grade within the first three years of secondary school (Klapproth & Schaltz, 2015). An investigation from Klapproth and Schaltz (2014) further revealed that at the end of their school career, more than 50 % of the students experienced grade retention at least once.…”

Section: Grade Retention In Luxembourgmentioning

confidence: 97%

“…Thus, it appears that retaining students did not, or only partially, exert an effect on psychosocial outcomes. Since approximately half of all students in Luxembourg experience at least one grade retention in their entire school career (Klapproth & Schaltz, 2014), negative consequences of grade retention such as stigmatization (Pagani et al, 2001) might disappear, as individuals belonging to the same stigmatized group provide positive perceptions of the group (Jones et al, 1984). This might be a preliminary explanation for the absence of differences between retained and promoted students in regard to the psychosocial outcome variables.…”

Section: Effects Of Grade Retention On Standardized Academic Achievemmentioning

confidence: 99%

“…This practice is often justified as necessary if not desirable in order to maintain grade-level standards and the accountability of students (Reynolds, 1992, p. 101). In addition to students' achievements (which could be represented by scores from standardized achievement tests as well as by school marks) as being predictors of grade retention, several other factors have been found being related to the probability that a student is retained in grade, e.g., the gender of the student (Meisels & Liaw, 1993), the student's ethnicity (Byrd & Weitzman, 1994), the socioeconomic status of the student (Guèvremont, Roos, & Brownell, 2007), and even the student's school track (Klapproth & Schaltz, 2014). In Europe, retention rates differ quite largely between countries, with one of the highest retention rates documented in Luxembourg.…”

Section: Introductionmentioning

confidence: 98%

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Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables

Klapproth

Schaltz

Brunner

et al. 2016

Learning and Individual Differences

Self Cite

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“…Previous studies have shown that socioeconomic status explains academic results [53, 54] –and consequently grade retention– to a great extent [55–58]. But this status is usually measured with a previously built index that sums up a lot of different family characteristics.…”

Section: Introductionmentioning

confidence: 99%

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status

González-Betancor

López-Puig

2016

PLoS ONE

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Grade retention is still common practice in some countries though longstanding experience tells us that it is a highly criticised practice for its unclear benefits, its important costs for the educational systems and its relation with school dropout. Therefore, the aim of the present study is to analyse which variables increase the probability of being retained in primary education differentiating between being retained in second or in fourth grade, and paying special attention to the role of the socioeconomic status of the families. By knowing which analysed variables are related to grade retention, and how, we may offer some suggestions to reduce it. We use a national dataset with more observations for Spain than any other international ones, called ‘Evaluación General de Diagnóstico’, conducted in Spain in 2009 with the participation of 28708 students of fourth grade of primary education from 874 schools, considered to be representative for every Spanish autonomous region. This assessment focused on four competences and includes information about the learning context collected through questionnaires for students, families, school management and teachers. Estimating different multilevel random-intercept logistic regressions we obtain the following three main findings: 1) the existence of a ‘quarter of birth’ effect, that nearly doubles the probability of grade retention in second grade of primary –compared to the probability of grade retention in fourth grade–, for the youngest students of their same age cohort (OR = 1.93 vs. OR = 1.53, both p<0.001); 2) that the mothers’ education level influences more than the fathers’ one –especially in second grade (OR = 0.20 vs. OR = 0.45, both p<0.001)–; and 3) that having an unemployed father increases the probability of grade retention much more than having an unemployed mother –especially in second grade (OR = 1.48, p<0.005 vs. OR = 1.18, p>0.05)–.

show abstract

Who is retained in school, and when? Survival analysis of predictors of grade retention in Luxembourgish secondary school

Cited by 20 publications

References 47 publications

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

“To be or not to be Retained … That’s the Question!” Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status

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