Effect of retention in elementary grades on transition to middle school.
Effect of retention in elementary grades on transition to middle school.
复制标题
DOI：
10.1016/j.jsp.2013.01.004
复制
发表时间：
2013-06
影响因子：
5
通讯作者：
Cerda, Carissa Analise
中科院分区：
文献类型：
--
作者：
Im, Myung Hee;Hughes, Jan N.;Kwok, Oi-man;Puckett, Stevie;Cerda, Carissa Analise
关键词：
作者调查了1至5年级的保留对学生的阅读和数学成绩，教师评定的参与度和学生报告的中学学校归属感的影响。从一个多民族的样本（N = 784）的儿童谁得分低于中位数的识字测试在1年级，平均75名学生随后保留在1至5年级的平均299个连续晋升的学生相匹配的基础上，倾向于保留在小学年级。共分析了20个插补数据集，所有数据集均显示用于计算倾向评分的67个基线协变量之间具有良好的平衡。假设保留的学生，谁是“老年级”，当他们过渡到中学，将有一个更困难的过渡到中学比晋升的同龄人进行了测试与3级，分段增长模型。第1部分包括过渡到中学之前的评估，第2部分包括过渡之后的评估。保留和不断提升的学生没有不同的任何结果的措施，在过渡前一年，他们也没有不同的过渡后的轨迹。这些结果和先前的研究结果之间的差异进行了讨论，在人口和代际差异以及方法的严谨性的差异。
The authors investigated the effects of retention in grades 1 to 5 on students’ reading and math achievement, teacher-rated engagement, and student-reported school belonging in middle school. From a multiethnic sample (N = 784) of children who scored below the median on a test of literacy in grade 1, an average of 75 students subsequently retained in grades 1 to 5 were matched with an average of 299 continuously promoted students on the basis of propensity to be retained in the elementary grades. A total of 20 imputed datasets were analyzed, all of which showed good balance across the 67 baseline covariates used to calculate propensity scores. The hypothesis that retained students, who are “old for grade” when they make the transition to middle school, would have a more difficult transition to middle school than promoted peers was tested with 3-level, piecewise growth modeling. Piece 1 included assessments prior to the transition to middle school, and piece 2 included assessments after the transition. Retained and continuously promoted students did not differ on any of the outcome measures during the year prior to transition, nor did they differ in their post-transition trajectories. Discrepancies between these results and results of prior research are discussed in terms of demographic and generational differences as well as differences in methodological rigor.
登录
查看更多内容
影响因子：
3
作者：
Chen, Qi;Hughes, Jan N.;Kwok, Oi-Man
通讯作者：
Kwok, Oi-Man
影响因子：
2.1
作者：
Compian, Laura J.;Gowen, L. Kris;Hayward, Chris
通讯作者：
Hayward, Chris
影响因子：
4.6
作者：
Fogleman, Jay;McNeill, Katherine L.;Krajcik, Joseph
通讯作者：
Krajcik, Joseph
影响因子：
2.2
作者：
Anderman, LH
通讯作者：
Anderman, LH
影响因子：
2.2
作者：
Archambault, Isabelle;Janosz, Michel;Pagani, Linda
通讯作者：
Pagani, Linda