Wu Wei, West Stephen G, Hughes Jan N
Wei Wu and Stephen G. West, Department of Psychology, Arizona State University; Jan N. Hughes, Department of Educational Psychology, Texas A&M University.
J Educ Psychol. 2008 Nov 1;100(4):727-740. doi: 10.1037/a0013098.
The authors investigated the relatively short-term and longer term effects of grade retention in 1st grade on the growth of mathematics and reading achievement over 4 years. The authors initially identified a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance. From this sample, the authors closely matched 1 retained with 1 promoted child (n = 97 pairs) on the basis of propensity scores constructed from 72 background variables and compared growth of retained and promoted children using Rasch-modeled W scores and grade standard scores, which facilitate age-based and grade-based comparisons, respectively. When using W scores, retained children experienced a slower increase in both mathematics and reading achievement in the short term but a faster increase in reading achievement in the longer term than did the promoted children. When using grade standard scores, retained children experienced a faster increase in the short term but a faster decrease in the longer term in both mathematics and reading achievement than did promoted children. Some of the retention effects were moderated by limited English language proficiency, home-school relationship, and children's externalizing problems.
作者调查了一年级留级对四年内数学和阅读成绩增长的短期和长期影响。作者最初确定了一个大型多民族样本（n = 784），这些儿童入学时识字水平低于中位数。从这个样本中，作者根据由72个背景变量构建的倾向得分，将1名留级儿童与1名升级儿童进行了紧密匹配（n = 97对），并使用Rasch模型化的W分数和年级标准分数比较了留级儿童和升级儿童的成绩增长情况，这两种分数分别便于进行基于年龄和基于年级的比较。使用W分数时，留级儿童在短期内数学和阅读成绩的增长都较慢，但从长期来看，留级儿童阅读成绩的增长比升级儿童更快。使用年级标准分数时，留级儿童在短期内数学和阅读成绩的增长都更快，但从长期来看，留级儿童在数学和阅读成绩方面的下降都比升级儿童更快。一些留级效应受到英语语言能力有限、家校关系以及儿童外化问题的调节。
