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ERIC Number: EJ1060686
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0267-1522
Effects of Kindergarten Retention for At-Risk Children's Mathematics Development
Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan
Research Papers in Education, v30 n3 p305-326 2015
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children's post-treatment school trajectories. Analysing data from a large-scale longitudinal study, we find that, on average, kindergarten repeaters would perform better for mathematics until five years later, were they promoted to first grade instead. However, if promoted instead, kindergarten repeaters would also have a higher likelihood to be retained in first grade and, under that condition, have a lower growth rate and score lower for mathematics five years later.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium