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  Long-Term Effects of Retention in Grade 8 in Luxembourg; Keller, Ulrich  ; Fischbach, Antoine Scientific Conference (2021, September 10) Meta-analyses (Hattie, 2009; Jimerson, 2001) have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The ... [more ▼] Meta-analyses (Hattie, 2009; Jimerson, 2001) have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences (Pagani, Tremblay, Vitaro, Boulerice & McDuff, 2001). However, in the short term, positive effects of grade retention are quite likely to occur (Klapproth, Schaltz, Brunner, Keller, Fischbach, Ugen & Martin, 2016). In Luxembourg, more than half of the students repeat at least one grade within their entire school career (Klapproth & Schaltz, 2015). Since grade retention is applied so frequently, the aim of the current study was to examine long-term effects of grade retention, and particularly retention in grade 8. The data used in this study were drawn from 2,835 Luxembourgish students who completed primary education (grade 6) and began secondary education (grade 7) in the 2008-2009 school year. We conducted propensity-score matching to select retained and promoted students with comparable characteristics. We used the “same age-cohort, same grade, different times of measurement” approach for comparisons (Klapproth et al., 2016). The dependent variables were the school marks in the main subjects (German, French, and mathematics) in grades 10, 11, and 12, which can vary between 0 and 60 (with higher values indicating better achievement, and values below 30 indicating insufficient achievement). Our results showed that grade 8 repeaters obtain significantly lower school marks in grades 10 to 12 as compared to matched non-repeaters, with most negative effects appearing for mathematics and French (as opposed to German) and with negative effects strengthening significantly with time. These results seem to confirm results of previous meta-analyses on longer-term effects of grade retention, seemingly suggesting that grade retention is no effective means to tackle low student achievement. [less ▲] Detailed reference viewed: 107 (2 UL)Long-term effects of retention in grade 8 in Luxembourg; Keller, Ulrich ; Fischbach, Antoine Scientific Conference (2021, August 26) Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects ... [more ▼] Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences. However, in the short term, positive effects of grade retention are quite likely to occur. In Luxembourg, more than half of the students repeat at least one grade within their entire school career. Since grade retention is applied quite frequently, the aim of the current study was to examine long-term effects of grade retention. A representative sample of 2,835 Luxembourgish 8th grade students was used for this study, and propensity score matching was applied to select a control group of promoted students who were similar to the retained students on a variety of characteristics. Furthermore, a type of comparison was used by which the outcome variables of the retained and promoted students were compared at different times while the grade- and age-cohort were held equal between groups. With respect to school marks as an indicator of students’ academic achievement, this study showed that grade 8 retention lowered repeaters’ school marks, on average, in grades 10 to 13, as compared to matched non-repeaters. [less ▲] Detailed reference viewed: 295 (5 UL)Langzeiteffekte von Klassenwiederholungen in der Sekundarstufe; Keller, Ulrich ; Fischbach, Antoine Scientific Conference (2020, March) Detailed reference viewed: 116 (5 UL)Wie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse; Fischbach, Antoine ; Keller, Ulrich et alScientific Conference (2018, November) Detailed reference viewed: 191 (4 UL)Invited talk - Übergangsentscheidungen in LuxemburgKrolak-Schwerdt, Sabine ; Pit-Ten Cate, Ineke ; et alConference given outside the academic context (2016) Detailed reference viewed: 143 (3 UL) Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables; Schaltz, Paule ; et alin Learning and Individual Differences (2016), 50 Detailed reference viewed: 401 (37 UL)Kurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler; Schaltz, Paule ; et alScientific Conference (2015, March) Detailed reference viewed: 219 (9 UL)Ein neues Validierungskriterium für die Schätzung der prognostischen Validität von Sekundarschulempfehlungen.; Krolak-Schwerdt, Sabine ; Hörstermann, Thomas et alScientific Conference (2013, March) Detailed reference viewed: 95 (0 UL)Verantwortlichkeit als Moderator der Qualität von Übergangsempfehlungen: Zwei ExperimentalstudienBöhmer, Matthias ; ; et alScientific Conference (2012, September) Detailed reference viewed: 111 (2 UL)Invited talk - Prädiktoren und prognostische Validität der Sekundarschulempfehlungen in LuxemburgKrolak-Schwerdt, Sabine ; Conference given outside the academic context (2012) Detailed reference viewed: 173 (0 UL)Testing the role of accountability in teachers’ school placement decisions: Findings from an experimental study; ; Krolak-Schwerdt, Sabine et alScientific Conference (2012, June) Detailed reference viewed: 98 (0 UL)Some predictors of school placement decisions in Luxembourg: Results from a large-scale study.; ; Böhmer, Matthias et alScientific Conference (2012, June) Detailed reference viewed: 112 (0 UL)Students' transition from primary to secondary school: Cognitive determinants and prognostic validity of teachers' transition decisionBöhmer, Matthias ; ; et alPresentation (2012, March) Detailed reference viewed: 113 (0 UL)Diagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der Übergangsempfehlung; ; et al Speeches/Talks (2012) Detailed reference viewed: 99 (2 UL)Diagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der ÜbergangsempfehlungKrolak-Schwerdt, Sabine ; ; et alScientific Conference (2012, March) Detailed reference viewed: 135 (2 UL)When does students’ gender affect teachers’ school placement decisions? An experimental study with Luxembourgish primary school teachersBöhmer, Matthias ; ; et alScientific Conference (2011, October) Detailed reference viewed: 105 (1 UL)Der Einfluss von Verbindlichkeit auf Schullaufbahnempfehlungen: Eine experimentelle Untersuchung; ; Böhmer, Matthias et alScientific Conference (2011, September) Detailed reference viewed: 96 (0 UL)The role of accountability in school placement decisions: An experimental study; Böhmer, Matthias ; et alScientific Conference (2011, August) Detailed reference viewed: 110 (0 UL) |
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