Elementary Grade Retention in Texas and Reading Achievement Among Racial Groups
1994-2002
Bibliographic Data
| ID | 4770155 |
|---|---|
| Authors | Jon Lorence (University of Houston), Anthony Gary Dworkin (University of Houston) |
| Year | 2006 |
| Volume | 23 |
| Issue | 5 |
| Pages | 999-1033 |
| Publication date | 2006-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Policy Research (JOURNAL) |
| Journal identifiers | ISSN: 1541-132X • E-ISSN: 1541-1338 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1541-1338.2006.00247.x |
| OpenAlex | W2117941481 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
Students who failed the Texas mandatory third grade reading test were followed through their sophomore year in high school. Comparisons of reading scores between third grade students who repeated the grade and their socially promoted classmates revealed that the positive effect of retention persisted over time. Retention in third grade benefited low-performing readers regardless of race. Supplemental analyses found that the results are not likely attributable to selection biases, differential attrition of students from the panel, changes in the special education status of students, and regression to the mean effects. Making students repeat a grade, when supplemented with additional educational assistance, can benefit academically challenged children
Academic achievement · Attrition · Developmental psychology · Differential effects · Grade retention · Mathematics education · Political science · Sociology · Demography · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
Logit Modeling
Effects of Kindergarten Retention Policy on Children’s Cognitive Growth in Reading and Mathematics
Dummy Endogenous Variables in a Simultaneous Equation System
Estimating Models with Sample Selection Bias
Winning the battle and losing the war
Reducing Bias in Observational Studies Using Subclassification on the Propensity Score
Meta-analysis of Grade Retention Research
Sample Selection Bias as a Specification Error
Remedial Education and Student Achievement
Nonpromotion in Kindergarten
Kindergarten Retention
A Longitudinal Study of the Effects of Retention/Promotion on Academic Achievement
On the Success of Failure
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |