Predictores y efectos de la repetición de curso

Abstract

Empirical evidence mostly describes the negative effects of grade repetition on academic performance. Nevertheless, the international use of this educational policy is still widespread. In this study, drawing on data for the Spanish case, we provide additional evidence on the need to consider different policies to grade repetition in order to enhance the achievement of low-performers. These alternative policies should be based on two main principles: individualized treatment and early intervention. Results have been achieved from the application of a novel methodology which allows to combine microdata from two international educational assessments.

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia

“…This decline may also have been due to transition policies in Queensland education (DETE, 2014), as well as a range of national policy and curriculum changes (ACARA, 2015;ACECQA, 2011;AEDC, 2014;AGDET, 2010). However, the most recent data from DET shows that in 2015/16, 448 students aged 5 years were repeated in Queensland state schools, a practice that research has argued to be ineffective (Choi et al, 2018;Hatte, 2017;Hughes et al, 2010;Yang et al, 2018) and possibly harmful (Jimerson, 2001b(Jimerson, , 2004. Thus, if the focus is on students' strengths and needs in preparing school programs rather than requiring students to have particular school-ready skills and attributes that require them to fit into a school program, then intervention practices such as grade repetition, which research deems ineffective and possibly harmful, will not be required.…”

“…Despite its continued use in schools, there is limited, long-term support for grade repetition (Choi et al, 2018;Hong & Raudenbush, 2005;Hong & Yu, 2006;Hughes et al, 2010;Jimerson, 2001bJimerson, , 2004Manacorda, 2012;Wu, West, & Hughes, 2010;Yang et al, 2018). In summarising its effects, Wu et al (2010) argue that while grade repetition may be a commonly practised form of intervention in schools, empirical evidence generally suggests, regarding its effects on students' academic achievement and social and emotional adjustment, that it is negative.…”

“…While it has been extensively researched in the United States (Canon & Lipscomb, 2011;Hong & Raudenbush, 2005;Hong & Yu, 2008;Hughes, Chen, Thoemmes, & Kwok, 2010;Jimerson, 2001aJimerson, , 2004, it has drawn little research attention in Australia, despite it being, as McGrath (2006) suggests, 'widely accepted in Australian schools ' (p. 39). Its wide acceptance in Australian schools is of considerable concern as research has shown that it offers limited benefits for students (Canon & Lipscomb, 2011;Choi, Gil Izquierdo, Mediavilla, & Valbuena, 2018;Hatte, 2017;Hong & Raudenbush, 2005;Hong & Yu, 2006;Martin, 2011;McGrath, 2006) and may be harmful (Jimerson, 2001a(Jimerson, , 2001b(Jimerson, , 2004. To demonstrate 'the efficacy of grade retention during the past century', Jimerson in 2001 conducted a meta-analyses of three metaanalyses (Holmes, 1989;Holmes & Matthews, 1984;Jimerson, 2001a) that provided outcomes of 83 published studies between 1925-1999 (Jimerson, 2001b, p. 48).…”

Diversity in School Trajectories of Immigrant Students

“…Cabe destacar el efecto acumulativo asociado a repetir más de un curso, concretamente, incrementan la probabilidad de más repeticiones presentar la situación de un menor nivel socioeconómico familiar, la nacionalidad -inmigrante-y el género -varón- (Calero y Oriol-Escardíbul, 2016;Cordero, Manchón y Simancas, 2014;Méndez y Cerezo, 2018;ocde, 2016). Algunos estudios también subrayan que repetir cursos resulta más perjudicial en los años iniciales de educación primaria para el alumnado de minorías étnicas proveniente de hogares con un reducido nivel socioeconómico (Choi, Gil, Mediavilla y Valbuena, 2018). En cuanto a la inmigración, Pedraja, Santín y Simancas (2012) señalan que los de primera generación tienen más posibilidades de repetir; se trata de una medida que perjudica la igualdad de oportunidades educativas (García y Jiménez, 2018) y que podría estar reforzando las desigualdades socioeconómicas (ocde, 2014).…”

Fixed Effects or Mixed Effects Classifiers? Evidence From Simulated and Archival Data

“…More positive attitudes toward school (Ikeda & Garcı ´a, 2014), greater sense of belonging (McMahon et al, 2008), and a higher expected educational attainment (Lee & Stankov, 2018) were associated with a reduced likelihood of being retained. In addition, parent factors including improved parent education (Corman, 2003), and greater home resources (e.g., books), wealth, and income were identified as resulting in a reduced likelihood of students being retained (Choi et al, 2018;Corman, 2003;Eisemon et al, 1997;Wo ¨ßmann, 2003). Given that missing data were present (range: 0%-20%; Total Missing: 5.32%), for the purposes of the present investigation, all missing data were imputed using multivariate imputation by chained equations (MICE) using an RF estimator as per recommendations by Shah et al (2014) and Waljee et al (2013).…”