Predictors and effects of grade repetition
Empirical evidence mostly describes the negative effects of grade repetition on academic performance. Nevertheless, the international use of this educational policy is still widespread. In this study, drawing on data for the Spanish case, we provide additional evidence on the need to consider differ...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/14724 |
| Acceso en línea: | http://hdl.handle.net/10272/14724 |
| Access Level: | acceso abierto |
| Palabra clave: | Grade Retention Academic Achievement Reverse Causality PISA PIRLS Repetición Rendimiento académico Causalidad inversa |
| Sumario: | Empirical evidence mostly describes the negative effects of grade repetition on academic performance. Nevertheless, the international use of this educational policy is still widespread. In this study, drawing on data for the Spanish case, we provide additional evidence on the need to consider different policies to grade repetition in order to enhance the achievement of low-performers. These alternative policies should be based on two main principles: individualized treatment and early intervention. Results have been achieved from the application of a novel methodology which allows to combine microdata from two international educational assessments |
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