NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Trajectories of Math and Reading Achievement in Low-Achieving Children in Elementary School: Effects of Early and Later Retention in Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Moser, Stephanie E.; West, Stephen G.; Hughes, Jan N. – Journal of Educational Psychology, 2012
This study investigated the effects of retention or promotion in 1st grade on growth trajectories in mathematics and reading achievement over the elementary school years (Grades 1-5). From a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance, 363 children who were either promoted (n = 251) or…
Descriptors: Reading Achievement, School Holding Power, Mathematics Achievement, Low Achievement
Effect of Grade Retention on Self-System Processes, School Engagement, and Academic Performance.
Peer reviewed Peer reviewed
Pierson, Louisa H.; Connell, James P. – Journal of Educational Psychology, 1992
Seventy-four retained students in grades 3 through 6 were compared with 60 randomly selected students, 69 matched-ability students, and 35 students who were socially promoted. Early academic difficulties tend to persist. Although retention does not eliminate academic problems, social promotion may exacerbate them. (SLD)
Descriptors: Academic Achievement, Academic Failure, Cognitive Ability, Competence