Staying Back and Dropping Out: The Relationship Between Grade Retention and School Dropout

Stearns, Elizabeth; Möller, Stephanie; Blau, Judith R.; Potochnick, Stephanie

doi:10.1177/003804070708000302

Cited by 110 publications

(84 citation statements)

References 59 publications

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“…In addition, one of the most powerful predictors of dropping out of school is student retention in grade. Students who have been retained are two to eleven times more likely than their peers to drop out of high school (Jimerson, Whipple, Anderson, & Dalton, 2002;Stearns, Moller, Blau, & Potochnick, 2007). …”

Section: Background and Purposementioning

confidence: 99%

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Braun¹,

Gable

Billups

et al. 2016

JEI

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A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school.

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Section: Background and Purposementioning

confidence: 99%

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Braun¹,

Gable

Billups

et al. 2016

JEI

View full text Add to dashboard Cite

show abstract

“…Empirical studies with Mexican American and Latino samples have demonstrated that family SES was a significant predictor of youth's academic outcomes, including test scores (Morales & Saenz, 2007), grade point average (GPA; Portes & Rumbaut, 2001) and school drop out (Stearns, Moller, Blau, & Potochnick, 2007). However, these studies examined the effect of a single SES factor that was either a composite of multiple indicators or a single measure of SES.…”

Section: Ses and Academic Outcomes Of Mexican American Youthsmentioning

confidence: 99%

Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education

Altschul¹

2012

Journal of the Society for Social Work and Research

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This study uses data from 1,609 Mexican American students and their parents who participated in the National Educational Longitudinal Study to examine (a) the influence of multiple socioeconomic components on youth's academic achievement, and (b) whether these effects were mediated by parent involvement in education. Results show that the factor with the strongest direct relationship to youth's test scores was maternal occupation, followed by family income. Maternal education level was also predictive of youth's academic achievement, whereas fathers' education and occupation were not predictive of academic achievement. Parent involvement in education mediated the influence of both family income and maternal education on youth's academic achievement. Pathways between socioeconomic status, parent involvement, and youth's academic achievement suggest that Mexican American parents' abilities to invest economic, social, and human capital in their children's education leads to higher academic achievement among youth.Further, it appears that mothers and fathers play distinct roles in these processes. The article discusses implications of study findings for future research and interventions to improve academic achievement among Mexican American youth.

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“…The data collected replicated results identified in previous studies that extend past the national and large urban district findings: retaining a child increased the likelihood of high school dropout or withdrawal (Bowers, 2010;Roderick, 1994;Stearns, Moller, Potochnick, & Blau, 2007). Bowers (2010) study transformed the results into hazard probability to assess risk and found that retained students were 91.1% more likely to drop out of high school.…”

Section: Grade Repetition Determinantssupporting

confidence: 71%

Experiences with grade repetition : a narrative inquiry using a resiliency lens

Kay¹

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For decades, retention has been a common practice implemented as an intervention for the at-risk or underperforming student (Alexander, Entwisle, & Dauber, 2003;Jimerson, Pletcher, & Kerr, 2005;Murray, Woodruff, & Vaughn, 2010;Penfield, 2010;Shepard & Smith, 1990;Warren & Saliba, 2012). While practitioners believe grade repetition raised students to grade level standards, often this intervention resulted in short-term academic achievement gains, followed by a fade in progress, and a negative student attitude toward school .Research shows that grade repetition does more academic, social, and emotional harm than good & Dalton, 2002;Parker, 2001;Rouse, 2007;Shepard & Smith, 1990), and political policy (Martin, 2009;Murray et al, 2010;Penfield, 2010;Shepard & Smith, 1990;Tanner & Combs, 1993;Van Breda, 2011). Recent data further supported that there is a potential disconnect between research and practice, and given that practitioners continue to repeat students, it might be advantageous for researchers to evaluate students' lives post-retention (Gottfried, 2012). It is through the lens of academic resilience theory that this narrative inquiry presented the long overlooked stories of eight students retained in elementary school in order to explore the following research question: How did students' experience with grade repetition in

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Staying Back and Dropping Out: The Relationship Between Grade Retention and School Dropout

Cited by 110 publications

References 59 publications

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education

Experiences with grade repetition : a narrative inquiry using a resiliency lens

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