Effects of kindergarten retention for at-risk children’s mathematics development

Autor:	Eric Schmitt, Jan Van Damme, Machteld Vandecandelaere, Bieke De Fraine, Gudrun Vanlaar
Rok vydání:	2014
Předmět:	Longitudinal study Academic learning education Propensity score matching Mathematics education Achievement test Psychology At-risk students Education Developmental psychology
Zdroj:	Research Papers in Education. 30:305-326
ISSN:	1470-1146 0267-1522
DOI:	10.1080/02671522.2014.919523
Popis:	When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children’s post-treatment school trajectories. Analysing data from a large-scale longitudinal study, we find that, on average, kindergarten repeaters would perform better for mathematics until five years later, were they promoted to first grade instead. However, if promoted instead, kindergarten repeaters would also have a higher likelihood to be retained in first grade and, under that condition, have a lower growth rate and score lower for mathematics five years later.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::272e1a85a345b411ee219dc75bf0b21e https://doi.org/10.1080/02671522.2014.919523 Zobrazit plný text záznamu