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...

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Detalles Bibliográficos
Autores: Choi de Mendizábal, Álvaro, Gil, María, Mediavilla, Mauro, Valbuena, Javier
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
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spelling Predictors and effects of grade repetitionPredictores y efectos de la repetición en cursoChoi de Mendizábal, ÁlvaroGil, MaríaMediavilla, MauroValbuena, JavierGrade RetentionAcademic AchievementReverse CausalityPISAPIRLSRepeticiónRendimiento académicoCausalidad inversaEmpirical 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 assessmentsUniversidad de Huelva20172017-01-0120172017-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10272/14724reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelvainstname:Universidad de Huelva (UHU)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ariasmontano.uhu.es:10272/147242026-06-02T14:58:11Z
dc.title.none.fl_str_mv Predictors and effects of grade repetition
Predictores y efectos de la repetición en curso
title Predictors and effects of grade repetition
spellingShingle Predictors and effects of grade repetition
Choi de Mendizábal, Álvaro
Grade Retention
Academic Achievement
Reverse Causality
PISA
PIRLS
Repetición
Rendimiento académico
Causalidad inversa
title_short Predictors and effects of grade repetition
title_full Predictors and effects of grade repetition
title_fullStr Predictors and effects of grade repetition
title_full_unstemmed Predictors and effects of grade repetition
title_sort Predictors and effects of grade repetition
dc.creator.none.fl_str_mv Choi de Mendizábal, Álvaro
Gil, María
Mediavilla, Mauro
Valbuena, Javier
author Choi de Mendizábal, Álvaro
author_facet Choi de Mendizábal, Álvaro
Gil, María
Mediavilla, Mauro
Valbuena, Javier
author_role author
author2 Gil, María
Mediavilla, Mauro
Valbuena, Javier
author2_role author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Grade Retention
Academic Achievement
Reverse Causality
PISA
PIRLS
Repetición
Rendimiento académico
Causalidad inversa
topic Grade Retention
Academic Achievement
Reverse Causality
PISA
PIRLS
Repetición
Rendimiento académico
Causalidad inversa
description 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
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01
2017
2017-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10272/14724
url http://hdl.handle.net/10272/14724
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Huelva
publisher.none.fl_str_mv Universidad de Huelva
dc.source.none.fl_str_mv reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelva
instname:Universidad de Huelva (UHU)
instname_str Universidad de Huelva (UHU)
reponame_str Arias Montano. Repositorio Institucional de la Universidad de Huelva
collection Arias Montano. Repositorio Institucional de la Universidad de Huelva
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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