Does the Timing of Grade Retention Make a Difference? Examining the Effects of Early versus Later Retention

Autor/inn/en	Silberglitt, Benjamin; Jimerson, Shane R.; Burns, Matthew K.; Appleton, James J.
Titel	Does the Timing of Grade Retention Make a Difference? Examining the Effects of Early versus Later Retention
Quelle	In: School Psychology Review, 35 (2006) 1, S.134-141 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Grades (Scholastic); Grade Repetition; Kindergarten; Elementary Education; Middle Schools; Educational Research; Age Differences; Longitudinal Studies; Comparative Analysis; Reading Skills; Academic Achievement + Suchen Sie Ihr Suchwort? Notenspiegel; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Bildungsforschung; Pädagogische Forschung; Age; Difference; Age difference; Altersunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Schulleistung
Abstract	Research examining the effectiveness of grade retention has provided overwhelming and seemingly irrefutable evidence that grade retention is an ineffective and potentially harmful practice. However, proponents of grade retention often advocate that retention in the early elementary grades (e.g., kindergarten, first and second grade) is the justified exception. This longitudinal study examined the reading growth trajectories of students (n = 49) from first through eighth grade. Hierarchical linear modeling analytic procedures provided novel insights regarding the relative reading growth trajectories among retained students, comparing those students retained in kindergarten through second grade with those students retained in Grades 3-6. The results revealed that the growth trajectories of students retained early (Grades K-2) were comparable to those retained later (Grades 3-5). These findings failed to support the efficacy of retention at an earlier grade in elementary school. (Contains 1 figure and 2 tables.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10