Author's Keywords: Grade retention, long-term effects, causal modeling	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p184823_index.html Direct Link: HTML Code:

Andrew, Megan. "Retained and Re-Tracked? Evidence of the Effects and Mechanisms of Primary Grade Retention for Educational Attainment" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 <Not Available>. 2008-11-26 <http://www.allacademic.com/meta/p184823_index.html>

Andrew, M. , 2007-08-11 "Retained and Re-Tracked? Evidence of the Effects and Mechanisms of Primary Grade Retention for Educational Attainment" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <APPLICATION/PDF>. 2008-11-26 from http://www.allacademic.com/meta/p184823_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Education scholars have expressed concern over the implications of NCLB for individual students’ progress through school, and some evidence suggests that retention increases are associated with accountability policies. Research on the effects of grade retention is sometimes equivocal with relatively little causal modeling, and no research has assessed the effects of grade retention in the long-term with a national sample. I conceptualize grade retention as an informal academic track, drawing from a large literature on tracking effects. Though formal academic tracks are no longer common-place, more insidious informal tracks continue to operate, and primary grade retention is arguably one such informal track, potentially shaping students’ educational trajectories long after the fact. In this analysis, I combine propensity score matching with event history models to explore the effects of grade retention on high school completion, post-secondary entry, and baccalaureate attainment and the mechanisms by which grade retention effects may operate. Results suggest that grade retention acts like a track, affecting the risk of all three educational transitions. Results for high school completion and post-secondary entry are robust to unmeasured heterogeneity, and high school academic achievement appears to be an important mediator the retention effect in post-secondary transitions. Future research and analyses are discussed.

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