The effects of early grade retention: Effect modification by prior achievement and age

Vandecandelaere, Machteld; Vansteelandt, Stijn; Fraine, Beatrijs De; Damme, Jan Van

doi:10.1016/j.jsp.2015.10.004

Cited by 19 publications

(24 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, children with a learning difficulty, such as dyslexia or attention problems, can be disadvantaged for listening skills because they often suffer from difficulties with lower working memory, more limited vocabulary, and certain aspects of comprehension, such as making inferences (Jeffries & Everatt, 2004;McInnes, Humphries, Hogg-Johnson, & Tannock, 2003). With regard to grade retention, research indicates that retained students are often disadvantaged, as the learning gain for language development has already disappeared at the end of the next grade (Huddleston, 2014;Vandecandelaere, Vansteelandt, De Fraine, & Van Damme, 2016). Finally, indicators of family background such as the educational level of the parents have been directly associated with language skills and must be included as control variables in the model.…”

Section: Identifying Student-level Correlates Of Listening Skillsmentioning

confidence: 99%

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Bourdeaud’hui¹,

Aesaert²,

Braak³

2020

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

Despite the importance of listening, little investigation of potential correlates of listening comprehension in the language of schooling is done. Therefore, the purpose of this study was to investigate which student-and class-level characteristics are related to sixth-grade students' listening skills in Flanders. A sample of 974 students in 70 classes completed a listening test in order to gather information on their ability to understand and interpret oral information. Further, different questionnaires were administered to the students, their parents and teachers. The results of the hierarchical regression analysis with multilevel design showed that the differences in listening comprehension skills could be primarily attributed to differences in student-level characteristics. The results indicated that students with higher working memory ability, more vocabulary knowledge and lower extrinsic listening motivation performed significantly better on the listening test. In addition, the educational level of the parents and the language diversity in the class was significantly related to students' listening skills in the language of schooling. This study is an important starting point in unraveling the black box of listening skills in the elementary school context. Suggestions for further research and practice were made.

show abstract

Section: Identifying Student-level Correlates Of Listening Skillsmentioning

confidence: 99%

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Bourdeaud’hui¹,

Aesaert²,

Braak³

2020

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

show abstract

“…Also, a few recent studies reported negative effects (e.g. studies based on the dataset that we will reanalyze in this article: Goos, Van Damme, Onghena, Petry, & de Bilde, 2013;Vandecandelaere, Vansteelandt, De Fraine, & Van Damme, 2016a;Vandecandelaere, Vansteelandt, De Fraine, & Van Damme, 2016b; see also: Hughes, Cao, West, Smith, & Cerda, 2017;Hughes, West, Kim, & Bauer, 2018)). However, Allen et al (2009) concluded in their meta-analysis that the negative effects in many studies may have been the result of insufficient control of selection-bias.…”

Section: Grade Retention In Primary Schoolmentioning

confidence: 99%

Grade Retention in Primary School has Robust and Long-term Positive Effects on Academic Performance and Psychosocial Well-being. How to Avoid Model Dependence and Selection-bias in Grade Retention Research.

Broeck¹,

Staels²

2020

Preprint

View full text Add to dashboard Cite

In this study, the effects of grade retention on school performance (mathematics) and psychosocial well-being are analyzed based on a large existing dataset that has already given rise to several publications. What is new in our study is that the data are analyzed for all years of grade retention and that different methods are used for which we thoroughly check the assumptions and if possible, test them. To improve analytical robustness, the effects of grade retention were investigated using different analysis techniques: latent growth models (LGM), cross-lagged panel models (CLPM), marginal structural models (MSM) and Sequential Conditional Mean Models (SCMM). Across the different methods, it appears that grade retention has a substantial and long-term positive effect on mathematics performance and well-being. The more the methods keep selection-bias and other forms of bias under control, the larger the estimates of the effects. Methods that make full use of longitudinal data are the least bias-sensitive. Finally, the size of the individual effects appears to depend exclusively on the intelligence of the pupil and on the ratio of grade repeaters in the school.

show abstract

“…28) 2 . Como señala Choi (2017) la repetición de curso no es la única herramienta para mejorar el rendimiento de un alumno y es una medida de política educativa controvertida por cuanto los argumentos a favor de la repetición (necesidad de alcanzar un mínimo de conocimientos, falta de maduración del alumnado y medida de disuasión para favorecer el esfuerzo) por la mejora de resultados educativos (Allen, Chen, Willson, & Hughes, 2009) cuando se realiza a temprana edad (Lorence, 2009) tropiezan con las evidencias de que hay más perjuicios que beneficios en la adopción de la repetición como medida terapéutica por la incerteza de la mejora de rendimientos, la desmotivación del alumnado y su desenganche escolar (Cordero, Manchón, & Simancas, 2014;Cordero, Crespo, & Santín, 2010;Calero, Choi, & Waisgrais, 2010;Ehmke, Drechsel, & Carstensen, 2010;Reschly, & Christenson, 2013;Choi, Gil, Mediavilla, & Valbuena, 2018) que termina aceptándose y generalizándose como un mal derivado de los centros educativos agrupados por edades estándar (Vandecandelaere, Vansteelandt, De Fraine, & Van Damme, 2015) y que afecta al logro educativo posterior (Fruehwirth, Navarro, & Takahashi, 2016;Van Damme, 2015). Algunos autores recalcan la inexistencia de evidencias empíricas que justifiquen la retención del alumnado porque lo que señalan es justo lo contrario, que la retención genera impactos negativos en los comportamientos del alumnado con la escuela, en el rendimiento académico posterior (García-Pérez, Hidalgo-Hidalgo, & Robles-Zurita, 2014) y en su autoconcepto, además de un gasto económico educativo adicional (Klapproth, Schaltz, Brunner, Kellerm, Fischbach, Ugen, & Martin, 2016).…”

Section: Antecedentesunclassified

Políticas educativas preventivas de la repetición de curso en la enseñanza obligatoria en España

Rodríguez¹

2019

REMIE

View full text Add to dashboard Cite

Resumen España es el país de la OCDE con más proporción de repetidores en secundaria (11%) y quintuplica la proporción media de repetidores (2%) de los países de la OCDE. La proporción de repetidores es mayor en los estudiantes que provienen de familias con desventajas socioeconómicas y afecta al logro educativo posterior. La repetición de curso genera desafección escolar, reduce las expectativas de continuar con estudios postobligatorios y aventura el abandono escolar temprano en España que es, por otra parte, el más elevado de Europa en los últimos años (17,9% en 2018), valor muy alejado del 10% que fijó la Unión Europea para 2020. El Informe de Eurydice y Cedefop para la Comisión Europea de 2014 concluyó que el abandono escolar temprano está estrechamente entrelazado con problemas sociales, que afecta más a los más desfavorecidos y que está muy ligado a la repetición de curso. Este artículo propone acciones de política educativa inclusivas que creemos que atenúan la repetición de curso y son integradores escolar y socialmente: propiciar la lectura a temprana edad, sobre todo en los chicos (repiten más que las chicas) y apoyar escolarmente a los estudiantes nacidos en el último cuatrimestre del año natural. Las propuestas se derivan de las principales conclusiones de la explotación de los datos de la macroencuesta del alumnado de segundo curso de secundaria obligatoria en España de 2010 con 27.961 estudiantes.

show abstract

The effects of early grade retention: Effect modification by prior achievement and age

Cited by 19 publications

References 41 publications

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Identifying student- and class-level correlates of sixth-grade students’ listening comprehension

Grade Retention in Primary School has Robust and Long-term Positive Effects on Academic Performance and Psychosocial Well-being. How to Avoid Model Dependence and Selection-bias in Grade Retention Research.

Políticas educativas preventivas de la repetición de curso en la enseñanza obligatoria en España

Contact Info

Product

Resources

About