Effect of retention in elementary grades on dropping out of school early. (December 2017)

• Record Type: Journal Article
• Authors: Hughes, Jan N.; Cao, Qian; West, Stephen G.; Allee Smith, Paula; Cerda, Carissa
• Is Part Of: Journal of school psychology. Volume 65(2017)
• Page Start: 11
• Page End: 27
• Publication Date: 2017-12
• Subjects: School dropout -- Grade retention -- Early school leaving -- Propensity score analyses -- Prospective study -- Ethnicity -- Gender; School psychologists -- Periodicals; School psychology -- Periodicals; Psychology -- Periodicals; School Health Services -- Periodicals; Psychologues scolaires -- Périodiques; Child psychology -- Periodicals; Psychologie scolaire -- Périodiques; Onderwijspsychologie; School psychologists; School psychology; Periodicals; 155.405
• DOI: 10.1016/j.jsp.2017.06.003
• Languages: English
• ISSNs: 0022-4405

Abstract

Abstract: This study investigated the effect of grade retention in elementary school on dropping out of school by age 16. Participants were 538 (54% males) ethnically diverse, academically at-risk students recruited from Texas schools into a longitudinal study when they were in first grade (mean age = 6.58). Propensity score weighting successfully equated the 171 retained students and the 367 continuously promoted students on 65 covariates assessed in grade 1. Fifty-one students dropped out of school by age 16 and 487 persisted. Retention (vs. promotion) led to an increased early dropout rate (odds ratio = 1.68), even after controlling for 65 covariates associated with school achievement, retention, or both. Implications of findings for dropout prevention and grade retention policies are discussed.