PDF pending restoration
ERIC Number: ED350131
Record Type: Non-Journal
Publication Date: 1992-Jun
Reference Count: N/A
Why Do Children Repeat Grades? A Study of Rural Primary Schools in Honduras. BRIDGES Research Report Series No. 13.
McGinn, Noel; And Others
This report examines factors contributing to grade repetition in rural elementary schools in Honduras. Forty schools in four Honduran departments were randomly selected from lists of schools with the highest and lowest repetition rates. Subjects were 1,854 students in Grade 1 or 3 during the 1990 school year who were still in the school in March 1991. Students were interviewed and given a Spanish test. Also interviewed were 65 first and third grade teachers and the parents of 640 randomly chosen students. With bivariate and multivariate analyses, major findings were: (1) students who repeated grades were more likely than other students to repeat again; (2) grade repetition was related to low academic achievement (particularly in Spanish and mathematics), amount of time available for learning (school schedule and student attendance), low teacher expectations of students, and being in a multigrade classroom (particularly in first grade); (3) teachers were inconsistent in the application of rules governing marks and promotion; (4) teacher expectations were influenced by socioeconomic status of the student's family; (5) preschool participation was associated with better marks; and (6) parents usually accepted the school's decision. Recommendations are outlined for teacher training, preschool education, instructional materials development, and remedial education. This paper contains references; charts of official, educator, and parent attitudes about repetition factors; and data from 30 countries on repetition and completion rates in elementary schools. (SV)
Descriptors: Classroom Techniques, Elementary Education, Elementary School Students, Elementary Schools, Foreign Countries, Grade Repetition, Interviews, Low Achievement, Parent Attitudes, Rural Schools, Student Characteristics, Student Promotion, Teacher Attitudes, Teacher Expectations of Students, Teaching Methods
BRIDGES Publications, One Eliot St., Harvard Univ., Cambridge, MA 02138.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Agency for International Development (IDCA), Washington, DC. Bureau of Science and Technology.
Authoring Institution: Harvard Univ., Cambridge, MA. Inst. for International Development.; Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers - Location: Honduras