Ou Suh-Ruu, Reynolds Arthur J
Institute of Child Development, University of Minnesota-Twin cities, 51 East River Road, Minneapolis, MN 55455.
Educ Eval Policy Anal. 2010 Mar;32(1):118-139. doi: 10.3102/0162373709354334. Epub 2010 Mar 1.
Using data from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children growing up in an inner city, this study investigated whether retention is associated with participation in postsecondary education and public aid receipt. The study sample included 1,367 participants whose data were available for grade retention and educational attainment by age 24. Findings from both regression and propensity score matching indicated that grade retention was significantly associated with lower rates of participation in postsecondary education. Late retention (between fourth and eighth grades) was more strongly linked to lower rates of postsecondary education than early retention (between first and third grades). There was no significant association between retention and public aid receipt.
本研究利用芝加哥纵向研究（CLS）的数据，该研究是对一组在内城区长大的低收入少数族裔儿童进行的一项正在进行的调查，旨在探究留级是否与高等教育参与率及公共援助领取情况相关。研究样本包括1367名参与者，其数据涵盖了留级情况以及24岁时的教育程度。回归分析和倾向得分匹配的结果均表明，留级与高等教育参与率较低显著相关。与早期留级（一至三年级）相比，晚期留级（四至八年级）与高等教育参与率较低的关联更为紧密。留级与公共援助领取情况之间没有显著关联。
