Grade Retention and School Dropout: Investigating the Association

Roderick, Melissa

doi:10.3102/00028312031004729

Cited by 234 publications

(84 citation statements)

References 14 publications

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“…At around 30%, the high grade retention rate, which is a warning sign of school failure and a good predictor of school dropouts, is an important issue in Spain. Several studies support the hypothesis that repeating a grade is often the main predictor of school failure (Jimerson, Anderson, & Whipple, 2002;Roderick, 1994), although others conclude that grade retention can be beneficial for students (Schwerdt & West, 2013). Accordingly, the analysis in this research focuses on the impact of non-nuclear family structure on both educational outcomes.…”

Section: Academic Outcomesmentioning

confidence: 89%

Does family structure affect children's academic outcomes? Evidence for Spain

Santín

Sicilia

2016

The Social Science Journal

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Available online xxx JEL classification: I21 J12 C21 Keywords:Family structure Academic achievement Propensity score matching School ownership a b s t r a c t Several sociodemographic phenomena have changed family organization in Spain over the last few decades, where less structured forms than the traditional nuclear family have gained in importance. In view of the importance of children's and adolescents' education, we aim to identify the effect of non-nuclear family membership on academic outcomes of Spanish children in fourth-year primary education and adolescents in second-year secondary education. To do this, we use a propensity score matching approach to compare the impact of family structure on student performance, measured through grade retention and mathematics scores, with the results of standard econometric models. The results show that non-nuclear family membership has a significant negative impact on student grade retention with more significant differences among older students. In addition, this family structure is only found to have a consistently negative effect on mathematics scores for secondary education students.

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Section: Academic Outcomesmentioning

confidence: 89%

Does family structure affect children's academic outcomes? Evidence for Spain

Santín

Sicilia

2016

The Social Science Journal

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“…Als starke Prädiktoren gelten insbesondere schlechte Schulleistungen, Klassenrepetition, niedrige kognitive Fähigkeiten, Schulwechsel sowie Schulabsentismus (vgl. Frazer 1992;grisson u. Sheppard 1989;roderick 1994;rumberger u. larson 1998). Allgemein besteht Konsens, dass Dropout ein eher männ-liches Phänomen darstellt.…”

Section: Der Status Quo Der Dropout-forschungunclassified

Dropouts am Gymnasium

Stamm

2010

Z Erziehungswiss

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Zusammenfassung: Obwohl die Dropoutforschung auch hierzulande an Bedeutung gewinnt, konzentriert sie sich fast ausschließlich auf die gruppe der schulleistungsschwachen risikoschü-ler. Über Schulabgänge am gymnasium weiß sie jedoch fast nichts. Dieser Beitrag präsentiert die ergebnisse einer explorativen Studie zu Schulabbrechern am gymnasium. 102 vorzeitigen Abgängern und Abgängerinnen ("Dropouts") und 105 am gymnasium Verbleibenden ("Stabile") wurde ein Fragebogen vorgelegt, um informationen zu den gründen ihres Schulabbruchs, zu ihren personalen und sozialen merkmalen und zu Unterschieden zwischen Jungen und mäd-chen zu erhalten. Die Hauptbefunde verweisen auf deutliche Unterschiede zwischen Stabilen und Dropouts. letztere stammen aus bildungsferneren elternhäusern, berichten große motivationsund Beziehungsprobleme mit lehrkräften, entfremdungsgefühle gegenüber der Schule sowie eine beachtliche Schuldistanz. ihre Schulleistungen sind jedoch nur unwesentlich schlechter als diejenigen der Stabilen. Damit verweisen diese Befunde auf die notwendigkeit, das Phänomen des Schulabbruchs am gymnasium nicht nur als individuelles, sondern auch als institutionelles Problem zu diskutieren.Schlüsselwörter: Schulabbruch · gymnasium · Schulleistung · Schüler-lehrer-Beziehung · Schuldistanz Abstract: Despite an increasing importance given to research into dropping out from school, the research done in german speaking countries focuses almost exclusively on risk pupils with low academic performances. There is little research done on drop-outs in gymnasia. in an explorative study in german-speaking Switzerland, 102 early school-leavers from gymnasia (drop-outs) and 105 pupils who remained in the gymnasia (stable) were asked to respond to a survey in order to find out about their reasons for dropping out, their personal and social characteristics and differences between males and females. The main results give evidence for clear differences between the stable and drop-out pupils. The latter came from low-education families, report Z erziehungswiss (274 m. Stamm serious motivational and relational issues with their teachers, the feeling of estrangement from their school and a significant perceived distance to their school. Their academic performance is, however, not much different to that of the stable pupils. Therefore, these results highlight the necessity for discussing dropping out from gymnasia not singularly as an individual issue, but as an institutional problem.Ausgangspunkt dieser Studie bildet eine Primärerfahrung des Alltags: Schülerinnen und Schüler, welche das gymnasium abgebrochen haben, kennt fast jeder. Dabei handelt es sich um Jugendliche, welche entweder selbstinitiiert nach Abschluss der Probezeit und vor dem Abitur das gymnasium verlassen oder zum Verlassen gezwungen werden und dabei nicht lediglich in eine andere Schule übertreten. Auch die medien portraitieren gerne Jugendliche, die trotz guten intellektuellen Potenzials der Schule den rücken zukehren und ihrem leben eine neue richtung geben wollen. Dass solc...

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“…Students are retained in the absence of research supporting that policy; in fact, ample evidence suggests contrary results from retention (Holmes & Mathews, 1984;Jackson, 1995;Meisels & Leaw, 1993;Roderick, 1994;Walker, 1984). The literature almost unanimously concludes that retention is not as effective as promotion in improving student performance and, furthermore, that it can have negative effects on later academic performance and on the social-emotional development of the child (Haddad, 1979;Walker, 1984).…”

mentioning

confidence: 95%

Relation of Academic History and Demographic Variables to Grade Retention in Lebanon

Hassan

1998

The Journal of Educational Research

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The relation between certain antecedent variables in students' academic history and home environment and the frequency of grade retention in Lebanon was investigated. A representative sample of schools (260) stratified by type, geographic location, and size was chosen. One retained student from each grade level (with retainees in it) was randomly chosen. Student questionnaires and interviews were used to collect relevant information on 1,633 retainees. The results revealed well-defined characteristics of the retained students. A large percentage of the students entered school early, experienced frequent retentions, and changed schools. Demographically, most of them were male, overage for their classrooms, and from public schools and rural areas. In addition, they were usually middle children in large families, with one third of the families headed by a single parent. Parental education and occupation levels were low. Results also revealed that frequency of retention was not independent of these variables. Policy implications of the results are discussed, and future research directions are suggested. n the last 2 decades, grade retention as a common treat-

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Grade Retention and School Dropout: Investigating the Association

Cited by 234 publications

References 14 publications

Does family structure affect children's academic outcomes? Evidence for Spain

Does family structure affect children's academic outcomes? Evidence for Spain

Dropouts am Gymnasium

Relation of Academic History and Demographic Variables to Grade Retention in Lebanon

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