A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement

Yang, Mi‐Youn; Chen, Zibei; Rhodes, Judith L. F.; Orooji, Marmar

doi:10.1016/j.childyouth.2018.02.043

Cited by 19 publications

(17 citation statements)

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“…Grade retention is related to various other child and adult outcomes such as psychological well-being (Jimerson and Ferguson 2007) and academic and labour market outcomes (Eide and Showalter 2001;Stearns et al 2007). The determinants of being retained in school include many of the previously discussed mechanisms such as socioeconomic resources (Yang et al 2018), peer relationships with other pupils (Caennerer & Keith 2015) and the experience of single parenthood (Andrew 2014).…”

Section: Our Outcome Variable: Timely School Progressmentioning

confidence: 99%

“…Several additional variables are included in part of the analysis; many of which are related to both parental union sex-composition (Moore and Stambolis-Ruhstorfer 2013) and grade retention (Yang et al 2018): logged equivalized household income (in 1999 dollars) 12 ; the highest level of education observed for the parent(s) or her/his partner (No Qualifications/High School/Some College/Degree); census region and division; highest age of the parent or his/her partner; number of siblings (which might dilute parental resources, Steelman et al 2002; top-coded at 6 siblings); a dummy for whether the child lives with a household member who is not a sibling or parent (which might dilute parental resources, but also provide them; 1 = yes); four dummies for whether children have a given disability (1) or not (0); sex and ethnicity (Black/Native/Asian/Hispanic/Other/White) of the child.…”

Section: Demographic Socioeconomic and Structural Stigma Variablesmentioning

confidence: 99%

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Legalizing Same-Sex Marriage Matters for the Subjective Well-being of Individuals in Same-Sex Unions

Boertien

Vignoli

2019

Demography

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We investigate whether the subjective well-being of individuals in same-sex unions improved following the legalization of same-sex marriage in England and Wales in March 2014. We employ repeated cross-sectional data from the 2011–2016 Annual Population Surveys on 476,411 persons, including 4,112 individuals in coresidential same-sex relationships. The analysis reveals increases in subjective well-being for individuals in same-sex relationships following legalization. Additional analysis documents higher subjective well-being for individuals in married same-sex couples compared with individuals who are in a civil partnership or an informal cohabiting same-sex union. However, the subjective well-being of individuals from same-sex couples increased after legalization among all subgroups considered, including those who cohabited informally. This result hints at a general reduction in structural stigma as an important mechanism behind the improved well-being of individuals in same-sex unions.

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Section: Our Outcome Variable: Timely School Progressmentioning

confidence: 99%

Section: Demographic Socioeconomic and Structural Stigma Variablesmentioning

confidence: 99%

Legalizing Same-Sex Marriage Matters for the Subjective Well-being of Individuals in Same-Sex Unions

Boertien

Vignoli

2019

Demography

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“…Elements such as economic resources, family composition, and parent's level of education have been considered important determinants of grade repetition in the literature FERRÃO, 2016). Concerning household economic resources, poverty has been identified as being an important constraint of children's education (YANG et al, 2018), due to the resources available, as well as through the familial everyday life stress that conditions their involvement with school (ANDRESEN; MEILAND, 2018). Poor children often have a more difficult access to playful and educational materials, which limits their cognitive development (BRADLEY; .…”

Section: Household Economic and Socio-demographic Characteristicsmentioning

confidence: 99%

Analysis of Grade Repetition Through Multilevel Models: A Study From Portugal

Bastos

Ferrão

2019

Cad. Pesqui.

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This paper investigates grade repetition in Portugal using microdata. Drawing on multilevel models, we analyse the number of times the student repeated a grade in compulsory education -our dependent variable -in association with children's individual characteristics, household sociodemographic and economic background, and children's living conditions -our covariates. Furthermore, we also attempt to shed light on the impact of schools on the endogenous variable. Our results confi rm the importance of individual, family, and neighbourhood characteristics on the rate of grade repetition. In terms of schools, the results obtained show that the student's probability of failure vary across schools, demonstrating the importance of the impact of the school itself on grade repetition. GRADE REPETITION • SOCIAL PARTICIPATION • MULTILEVEL MODEL ANÁLISE DA RETENÇÃO ESCOLAR ATRAVÉS DE MODELOS MULTINÍVEL: UM ESTUDO EM PORTUGAL Resumo Este artigo investiga a retenção escolar em Portugal usando microdados. Com a aplicação de modelos multinível, analisa-se o número de retenções no ensino obrigatório -variável explicada -, considerando como potenciais variáveis explicativas -características individuais do aluno, seu contexto familiar em termos sociodemográfi cos e econômicos e suas condições de vida. Também se investiga o impacto da escola de per si na variável endógena. Os resultados obtidos confi rmam a importância das características individuais e familiares e das condições de vida na retenção escolar. A análise empírica mostra que a probabilidade de reprovação de um aluno varia de escola para escola, demonstrando a importância do impacto da escola de per si na retenção escolar. RETENÇÃO ESCOLAR • PARTICIPAÇÃO SOCIAL • MODELO MULTINÍVEL 1 The authors were partially supported by the Project CEMAPRE (Centro de Matemática Aplicada à Previsão e Decisão Económica) -UID/MULTI/00491/2019 financed by FCT/MCTES (Fundação para a Ciência e a Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior) through national funds. Abstract This paper investigates grade repetition in Portugal using microdata. Drawing on multilevel models, we analyse the number of times the student repeated a grade in compulsory education -our dependent variable -in association with children's individual characteristics, household sociodemographic and economic background, and children's living conditions -our covariates. Furthermore, we also attempt to shed light on the impact of schools on the endogenous variable. Our results confi rm the importance of individual, family, and neighbourhood characteristics on the rate of grade repetition. In terms of schools, the results obtained show that the student's probability of failure vary across schools, demonstrating the importance of the impact of the school itself on grade repetition. GRADE REPETITION • SOCIAL PARTICIPATION • MULTILEVEL MODEL ANÁLISE DA RETENÇÃO ESCOLAR ATRAVÉS DE MODELOS MULTINÍVEL: UM ESTUDO EM PORTUGAL Resumo Este artigo investiga a retenção escolar em Portugal usando microdados. Com a aplic...

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“…Our original dataset is provided by Social Research and Evaluation Center at Louisiana State University, outsourced from Louisiana Department of Education, which contains enrollment and disciplinary data for students in Louisiana public schools in each school year from 1999-2000 to 2011-2012. This dataset has underlain various data science research in social work domain [6][7] [8]. The original data is split into two datasets of school enrollment data and school disciplinary data.…”

Section: Dataset Preparationmentioning

confidence: 99%

Predicting Louisiana Public High School Dropout through Imbalanced Learning Techniques

Orooji

Chen

2019

2019 18th IEEE International Conference on Machine Learning and Applications (ICMLA)

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This study is motivated by the magnitude of the problem of Louisiana high school dropout and its negative impacts on individual and public well-being. Our goal is to predict students who are at risk of high school dropout, by examining Louisiana administrative dataset. Due to the imbalanced nature of the dataset, imbalanced learning techniques including resampling, case weighting, and cost-sensitive learning have been applied to enhance the prediction performance on the rare class. Performance metrics used in this study are F-measure, recall and precision of the rare class. We compare the performance of several machine learning algorithms such as neural networks, decision trees and bagging trees in combination with the imbalanced learning approaches using an administrative dataset of size of 366k+ from Louisiana Department of Education. Experiments show that application of imbalanced learning methods produces good results on recall but decreases precision, whereas base classifiers without regard of imbalanced data handling gives better precision but poor recall. Overall application of imbalanced learning techniques is beneficial, yet more studies are desired to improve precision.

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A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement

Cited by 19 publications

References 43 publications

Legalizing Same-Sex Marriage Matters for the Subjective Well-being of Individuals in Same-Sex Unions

Legalizing Same-Sex Marriage Matters for the Subjective Well-being of Individuals in Same-Sex Unions

Analysis of Grade Repetition Through Multilevel Models: A Study From Portugal

Predicting Louisiana Public High School Dropout through Imbalanced Learning Techniques

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