The effect of grade retention on educational and labor market outcomes

By Eric R. Eide, Mark H. Showalter. 2001

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2d0f6472377c8e7521b901ad1f7de9e8dafedd50

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Citations in the corpus

Do We Know Who Will Drop Out?: A Review of the Predictors of Dropping out of High School: Precision, Sensitivity, and Specificity (2013, background): “…Duchesne et al. (2008) K-6 Anxiety Trajectories 1817 0.308 0.361 0.597 0.531 0.469 38 Eide and Showalter (2001) 10–12 Retention, student ever repeated a grade 7809 0.165 0.367 0.312 0.894 0.106 39 Ekstrom et al.…”
The Cost of Grade Retention (2012, unknown): “Using the variation in age of entry into kindergarten across states as an instrument for repetition, Eide and Showalter (2001) conclude that for white students, grade repetition leads to lower dropout and higher earnings, although results are not statistically significant.”
Remedial Education and Student Achievement: A Regression-Discontinuity Analysis (2004, background): “…on the importance of financial resources in determining educational outcomes.1 However, researchers have paid considerably less attention to remedial programs designed to improve the performance of low-achieving students, including summer school and grade retention (Eide & Showalter, 2001).”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “…entry (and therefore being older at enrollment) does not result in reduced retention rates in the early elementary years (May & Kundert, 1995; Eide & Showalter, 2001), although Angrist and Krueger (1991) found that children entering kindergarten at an older age complete less years, overall,…”
The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida (2017, background): “Jacob and Lefgren (2004, In addition to the studies discussed in the text, Eide and Showalter (2001) use variation in kindergarten entry ages across states as an instrument for retention and conclude that retention increases high school completion and earnings for white students, although their resu”
Beyond grade retention and social promotion: Promoting the social and academic competence of students (2006, background): “This estimate is based on the annual cost of education per student and does not factor in other collateral costs related to increased dropout rates and other deleterious long-term outcomes associated with grade retention (Eide & Showalter, 2001).”