Trajectories of math and reading achievement in low-achieving children in elementary school: Effects of early and later retention in grade

Journal of Educational Psychology

Volumn 104, Issue 3, 2012, Pages 603-621

  Moser, Stephanie E ^a,c   West, Stephen G ^a   Hughes, Jan N ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

^c VETERANS AFFAIRS MEDICAL CENTER   (United States)

Author keywords

Academic achievement; Elementary grades; Grade retention; Growth curve model; Math achievement; Reading achievement; Special education

Indexed keywords

EID: 84874370871     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0027571     Document Type: Article

References (48)

1. Allen, C. S., Chen, Q., Willson, V. L., & Hughes, J. N. (2009). Quality of design moderates effects of grade retention on achievement: A metaanalytic, multi-level analysis. Educational Evaluation and Policy Analysis, 31, 480-499. doi:10.3102/0162373709352239
2. Beebe-Frankenberger, M., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Sorting second-grade students: Differentiating those retained from those promoted. Journal of Educational Psychology, 96, 204-215. doi:10.1037/0022-0663.96.2.204
3. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
4. Cohen, P., Cohen, J., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Hillsdale, NJ: Erlbaum.
5. Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
6. Harter, S., & Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55, 1969-1982.
7. Holmes, C. T. (1989). Grade-level retention effects: A meta-analysis of research studies. In L. A. Shepard & M. L. Smith (Eds.), Flunking grades: Research and policies on retention (pp. 16-33). London, England: Falmer Press.
8. Hong, G., & Raudenbush, S. W. (2005). Effects of kindergarten retention policy on children's cognitive growth in reading and mathematics. Educational Evaluation and Policy Analysis, 27, 205-224. doi:10.3102/ 01623737027003205
9. Hughes, J. N., Chen, Q., Thoemmes, F., & Kwok, O. (2010). An investigation of the relationship between retention in first grade and performance on high stakes tests in 3rd grade. Educational Evaluation and Policy Analysis, 32, 166-182. doi:10.3102/0162373710367682
10. Jimerson, S. R. (2001a). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420-437.
11. Jimerson, S. R. (2001b). A synthesis of grade retention research: Looking backward and moving forward. California School Psychologist, 6, 47-59.
12. Jimerson, S. R., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L. A. (1997). A prospective, longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3-25. doi:10.1016/S0022-4405(96)00033-7
13. Karweit, N. (1999). Grade retention: Prevalence, timing, and effects. Baltimore, MD: Johns Hopkins University, Center for Research on Students Placed at Risk.
14. Khoo, S.-T., West, S. G., Wu, W., & Kwok, O.-M. (2005). Longitudinal methods. In M. Eid & E. Diener (Eds.), Handbook of psychological measurement: A multimethod perspective (pp. 301-317). Washington, DC: American Psychological Association.
15. Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101, 448-465. doi:10.1037/a0013842
16. Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children's early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46, 1062-1077. doi:10.1037/a0020066
17. Littell, R. C., Milliken, G. A., Stroup, W. W., Wolfinger, R. D., & Schabenberber, O. (2006). SAS for mixed models (2nd ed.). Cary, NC: SAS.
18. Lorence, J. (2006). Retention and academic achievement research revisited from a United States perspective. International Education Journal, 7, 731-777.
19. McCoy, A. R., & Reynolds, A. J. (1999). Grade retention and school performance: An extended investigation. Journal of School Psychology, 37, 273-298. doi:10.1016/S0022-4405(99)00012-6
20. McGrew, K. S., & Woodcock, R. W. (2001). Technical manual: Woodcock-Johnson III. Itasca, IL: Riverside.
21. Mehta, P. D., & West, S. G. (2000). Putting the individual back in individual growth curves. Psychological Methods, 5, 23-43. doi: 10.1037/1082-989X.5.1.23
22. Ming, K., & Rosenbaum, P. A. (2001). A note on optimal matching with variable controls using the assignment algorithm. Journal of Computational and Graphical Statistics, 10, 455-463. doi:10.1198/ 106186001317114938
23. Owings, W. A., & Magliaro, S. (1998). Grade retention: A history of failure. Educational Leadership, 56, 86-88.
24. Peterson, L. S., & Hughes, J. N. (2011). Differences between retained and promoted children in educational services received prior to and after retention year. Psychology in the Schools, 48, 156-165. doi:10.1002/pits.20534
25. Ribisl, K. M., Walton, M. A., Mowbray, C. T., Luke, D. A., Davidson, W. S., II, & Bootsmiller, B. J. (1996). Minimizing participant attrition in panel studies through the use of effective retention and tracking strategies: Review and recommendations. Evaluation and Program Planning, 19, 1-25. doi:10.1016/0149-7189(95)00037-2
26. Rosenbaum, P. R. (1984). The consequences of adjustment for a concomitant variable that has been affected by treatment. Journal of the Royal Statistical Society, Series A, 147, 656-666. doi:10.2307/2981697
27. Rosenbaum, P. R. (2010). Design of observational studies. New York, NY: Springer.
28. Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70, 41-55. doi:10.1093/biomet/70.1.41
29. Rubin, D. B. (2007). The design versus the analysis of observational studies for causal effects: Parallels with the design of randomized trials. Statistics in Medicine, 26, 20-36. doi:10.1002/sim.2739
30. SAS Institute. (2008). Base SAS 9.2 procedures guide. Cary, NC: Author
31. Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147-177. doi:10.1037/1082989X.7.2.147
32. Shadish, W. H., Clark, M. H., & Steiner, P. M. (2008). Can nonrandomized experiments yield accurate answers? A randomized experiment comparing random and nonrandom assignments. Journal of the American Statistical Association, 103, 1334-1344. doi:10.1198/016214508000000733
33. Shepard, L. A., Smith, M. L., & Marion, S. F. (1996). Failed evidence on grade retention. Psychology in the Schools, 33, 251-261.
34. Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford University Press.
35. Sipple, J. W., Killeen, K., & Monk, D. H. (2004). Adoption and adaptation: School district responses to state imposed learning and graduation requirements. Educational Evaluation and Policy Analysis, 26, 143-168. doi:10.3102/01623737026002143
36. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press
37. Sonnenschein, S., Stapleton, L. M., & Benson, A. (2010). The relation between the type and amount of instruction and growth in children's reading competencies. American Educational Research Journal, 47, 358-389. doi:10.3102/0002831209349215
38. Stone, S., & Engel, M. (2007). Same old, same old? Students' experiences of grade retention under Chicago's ending social promotion policy. American Journal of Education, 113, 605-634. doi:10.1086/518490
39. Tomchin, E. M., & Impara, J. C. (1992). Unraveling teachers' beliefs about grade retention. American Educational Research Journal, 29, 199-223.
40. West, S. G., Taylor, A. B., & Wu, W. (in press). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling. New York, NY: Guilford Press.
41. Willson, V. L., & Hughes, J. N. (2006). Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors. Journal of School Psychology, 44, 31-49. doi:10.1016/j.jsp.2005.12.001
42. Willson, V. L., & Hughes, J. N. (2009). Who is retained in first grade? A psychosocial perspective. Elementary School Journal, 109, 251-266. doi:10.1086/592306
43. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson PsychoEducational Battery-Revised. Allen, TX: DLM Teaching Resources.
44. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock- Johnson III Tests of Achievement. Riverside, CA: Riverside.
45. Woodcock, R. W., & Muñoz-Sandoval, A. F. (1993). Woodcock-Muñoz Language Survey. Riverside, CA: Riverside.
46. Woodcock, R. W., & Muñoz-Sandoval, A. F. (1996). Batería Woodcock- Muñoz: Pruebas de aprovechamiento-Revisada [Woodcock-Muñoz Battery: Tests of Achievement-Revised]. Itasca, IL: Riverside.
47. Woodcock, R. W., & Muñoz-Sandoval, A. F. (2001). WMLS normative update scoring and reporting program [Computer software]. Itasca, IL: Riverside.
48. Wu, W., West, S. G., & Hughes, J. N. (2008). Effect of retention in first grade on children's achievement trajectories over four years: A piecewise growth analysis using propensity score matching. Journal of Educational Psychology, 100, 727-740. doi:10.1037/a0013098