Author:

Keywords:

Social Sciences, Psychology, Educational, Psychology, Grade retention, Longitudinal study, Effect modification, Time-varying propensity score weighting, CBPS, MARGINAL STRUCTURAL MODELS, PROPENSITY SCORE, KINDERGARTEN RETENTION, CAUSAL INFERENCE, NATURE-NURTURE, 1ST-GRADE, GROWTH, SELECTION, POLICY, MATH, Achievement, Age Factors, Child, Child, Preschool, Educational Status, Female, Humans, Longitudinal Studies, Male, Mathematics, Reading, Schools, 1303 Specialist Studies in Education, 1701 Psychology, Education, 3903 Education systems, 5201 Applied and developmental psychology, 5205 Social and personality psychology

Abstract:

This study examines the effects of early grade retention and different effects according to prior achievement and age. Within a population of children at risk of early retention, we compare the development throughout primary school in mathematics achievement after kindergarten retention, first-grade retention and continuous promotion. Analyzing data from a large-scale longitudinal study using covariate balancing propensity score weighting, the findings reveal that early grade repeaters would score higher for mathematics if they were promoted each year instead. However, the effects diminish or even disappear in the long term. Compared to kindergarten retention, first-grade retention is more harmful for the mathematics development of younger children specifically.