Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2023-10-11 DOI:10.3102/01623737231197639

NaYoung Hwang, Cory Koedel

引用次数: 0

Abstract

We evaluate the effects of grade retention on students’ academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third-grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence of grade retention effects on student attendance or disciplinary incidents, again into middle school. Our findings combine to show that Indiana’s third-grade retention policy improves achievement for retained students without adverse impacts along (measured) nonacademic dimensions.

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帮助还是伤害:三年级留校对学生成绩的影响

我们评估了分数保留对印第安纳州学生学业、出勤和纪律结果的影响。使用回归不连续设计，我们表明三年级的保留可以立即显著地提高英语语言艺术(ELA)和数学的成绩，并且这种效果持续到中学。我们没有发现年级保留对学生出勤率或纪律事件的影响，再次进入中学。我们的研究结果表明，印第安纳州的三年级留校政策提高了留校学生的成绩，而没有对(可测量的)非学术方面产生不利影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.