Impact of Grade Retention: A Developmental Approach
This study examined the academic, behavioural, and social functioning of students. A total of 784 academically at-risk students were recruited as they entered grade 1 in 2001 (Cohort 1) or 2002 (Cohort 2). These students were from three school districts (one urban and two small city districts) in Texas, United States of America. Participants were followed annually over 14 years.
Study design
Cohort - accelerated
Number of participants at first data collection
449 (cohort 1)
335 (cohort 2)
Age at first data collection
6 - 11 years (cohort 1)
6 - 11 years (cohort 2)
Participant year of birth
Varied (cohort 1)
Varied (cohort 2)
Participant sex
All
Representative sample at baseline?
No
Sample features
Country
Year of first data collection
2001 (cohort 1)
2002 (cohort 2)
Primary Institutions
National Institute of Child Health and Human Development (NICHD)
Texas A&M University (TAMU)
Profile paper DOI
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Ongoing?
No
Data types collected
- Computer, paper or task testing (e.g. cognitive testing, theory of mind doll task, attention computer tasks)
- Interview – face-to-face
- Secondary data
- Self-report questionnaire – paper or computer assisted
- None
- None
- Education data
Engagement
Keywords
