Hughes Jan N, Chen Qi, Thoemmes Felix, Kwok Oi-Man
Texas A&M University, Department of Educational Psychology.
Educ Eval Policy Anal. 2010 May 19;32(2):166-182. doi: 10.3102/0162373710367682.
The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recruited into the study when they were in first grade. Of these 769 students, 165 were retained in first grade and 604 were promoted. Using propensity matching, we created five imputed datasets (average N=321) in which promoted and retained students were matched on 67 comprehensive covariates. Using GEE models, we obtained the association between retention and passing the 3(rd) grade TAKS reading and math tests. The positive association between retention and math scores was significant while the association was marginally significant for reading scores.
在一个由769名一年级学生组成的样本中，研究了一年级留级与通过三年级州级问责测试（即德克萨斯知识与技能评估（TAKS）阅读和数学测试）之间的关联。这769名学生在一年级时被招募进入该研究。其中，165名学生在一年级时留级，604名学生升级。通过倾向匹配，我们创建了五个插补数据集（平均N = 321），在这些数据集中，升级和留级的学生在67个综合协变量上进行了匹配。使用广义估计方程（GEE）模型，我们得出了留级与通过三年级TAKS阅读和数学测试之间的关联。留级与数学成绩之间的正相关具有显著性，而与阅读成绩之间的关联则具有边缘显著性。
