Author:

Keywords:

SiBO, grade retention, academic performance

Abstract:

This study examines the (differential) effects of first-grade retention on children’s growth in reading and mathematics by tracking the achievement of a cohort of first-graders until the age of 10. Previous research on this topic has yielded mixed results, partly due to unaddressed methodological challenges (e.g., selection bias, dependence among observations). In an attempt to provide an appropriate answer to these methodological issues, we use propensity scores, involving approximately 30 covariates, and multilevel growth curve models. Moreover, both same-grade and same-age comparisons are considered. Initial results seem consistent with the findings of international research regarding early-grade retention: same-grade comparisons overall suggest that first-grade retention leads to substantial academic improvements fading, however, over time, while same-age comparisons consistently show negative effects.