Dataset Information

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status.

ABSTRACT: Grade retention is still common practice in some countries though longstanding experience tells us that it is a highly criticised practice for its unclear benefits, its important costs for the educational systems and its relation with school dropout. Therefore, the aim of the present study is to analyse which variables increase the probability of being retained in primary education differentiating between being retained in second or in fourth grade, and paying special attention to the role of the socioeconomic status of the families. By knowing which analysed variables are related to grade retention, and how, we may offer some suggestions to reduce it. We use a national dataset with more observations for Spain than any other international ones, called 'Evaluación General de Diagnóstico', conducted in Spain in 2009 with the participation of 28708 students of fourth grade of primary education from 874 schools, considered to be representative for every Spanish autonomous region. This assessment focused on four competences and includes information about the learning context collected through questionnaires for students, families, school management and teachers. Estimating different multilevel random-intercept logistic regressions we obtain the following three main findings: 1) the existence of a 'quarter of birth' effect, that nearly doubles the probability of grade retention in second grade of primary -compared to the probability of grade retention in fourth grade-, for the youngest students of their same age cohort (OR = 1.93 vs. OR = 1.53, both p<0.001); 2) that the mothers' education level influences more than the fathers' one -especially in second grade (OR = 0.20 vs. OR = 0.45, both p<0.001)-; and 3) that having an unemployed father increases the probability of grade retention much more than having an unemployed mother -especially in second grade (OR = 1.48, p<0.005 vs. OR = 1.18, p>0.05)-.

SUBMITTER: Gonzalez-Betancor SM

PROVIDER: S-EPMC5112784 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status.

González-Betancor Sara M SM López-Puig Alexis J AJ

PloS one 20161116 11

Grade retention is still common practice in some countries though longstanding experience tells us that it is a highly criticised practice for its unclear benefits, its important costs for the educational systems and its relation with school dropout. Therefore, the aim of the present study is to analyse which variables increase the probability of being retained in primary education differentiating between being retained in second or in fourth grade, and paying special attention to the role of th ...[more]

PMID: 27851779

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Project description:BACKGROUND:The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. OBJECTIVE:To examine the impact of prematurity and maternal social factors on academic performance from 3rd through 8th grade. METHODS:We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23‒<28 weeks), 171 preterm (≥28‒<34 weeks), 228 late preterm (≥34‒<37 weeks), and 967 term ((≥37‒<42 weeks) infants. Neonatal and maternal variables were collected including maternal insurance status (proxy measure for socioeconomic status) and education level. The primary outcomes were literacy and mathematics achievement-test scores from 3rd through 8th grade. Linear mixed models were used to identify significant predictors of academic performance. All two-way interactions between grade level, gestational-age (GA) groups, and social factors were tested for statistical significance. RESULTS:Prematurity, social factors, gender, race, gravidity, and Apgar score at one minute were critical determinants of academic performance. Favorable social factors were associated with a significant increase in both literacy and mathematic scores, while prematurity was associated with a significant decrease in mathematic scores. Examination of GA categories and social factors interaction suggested that the impact of social factors on test scores was similar for all GA groups. Furthermore, the impact of social factors varied from grade to grade for literacy, while the influence of either GA groups or social factors was constant across grades for mathematics. For example, an ELGAN with favorable social factors had a predicted literacy score 104.1 (P <.001), 98.2 (P <.001), and 76.4 (P <.01) points higher than an otherwise similar disadvantaged term infant at grades 3, 5, and 8, respectively. The difference in their predicted mathematic scores was 33.4 points for all grades (P <.05). CONCLUSION:While there were significant deficits in academic performance for ELGANs compared to PT, LPT, and term infants, the deficit could be offset by higher SES and better-educated mothers. These favorable social factors were critical to a child's academic achievement. The role of socioeconomic factors should be incorporated in discussions on outcome with families of preterm infants.

Project description:BackgroundIt is unclear whether the socioeconomic status (SES) of the community of residence has a substantial association with infant birth weight. We used multilevel models to examine associations of birth weight with family- and community-level SES in the Cape Cod Family Health Study. Data were collected retrospectively on births to women between 1969 and 1983 living on Cape Cod, Massachusetts. The sample included siblings born in different residences with differing community-level SES.MethodsWe used cross-classified models to account for multiple levels of correlation in a non-hierarchical data structure. We accounted for clustering at family- and community-levels. Models included extensive individual- and family-level covariates. SES variables of interest were maternal education; paternal occupation; percent adults living in poverty; percent adults with a four year college degree; community mean family income; and percent adult unemployment.ResultsResidual correlation was detected at the family- but not the community-level. Substantial effects sizes were observed for family-level SES while smaller magnitudes were observed for community-level SES. Overall, higher SES corresponded to increased birth weight though neither family- nor community-level variables had significant associations with the outcome. In a model applied to a reduced sample that included a single child per family, enforcing a hierarchical data structure, paternal occupation was found to have a significant association with birth weight (p = 0.033). Larger effect sizes for community SES appeared in models applied to the full sample that contained limited covariates, such as those typically found on birth certificates.ConclusionsCross-classified models allowed us to include more than one child per family even when families moved between births. There was evidence of mild associations between family SES and birth weight. Stronger associations between paternal occupation and birth weight were observed in models applied to reduced samples with hierarchical data structures, illustrating consequences of excluding observations from the cross-classified analysis. Models with limited covariates showed associations of birth weight with community SES. In models adjusting for a complete set of individual- and family-level covariates, community SES was not as important.

Dataset Information

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status.

Publications

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status.

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