Effects of Kindergarten Retention Policy on Children’s Cognitive Growth in Reading and Mathematics

By Guanglei Hong, Stephen Raudenbush. 2005

317 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e223915a25f4c79126d6ce13a7336903ca740b3

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Citations in the corpus

Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs (2007, methodology): “To test for departures from the strong ignorability assumption, we followed methods discussed in Hong and Raudenbush (2005) and Lin, Psaty, and Kronmal (1998).”
What Would It Take to Change an Inference? Using Rubin’s Causal Model to Interpret the Robustness of Causal Inferences (2013, methodology): “Hong and Raudenbush (2005) did not use the “Gold Standard” of random assignment to treatment conditions (e.g., Eisenhart & Towne, 2008; U.S. Department of Education, 2002).”
An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs (2007, methodology): “To test for departures from the strong ignorability assumption, I followed methods discussed in Hong and Raudenbush (2005) and Lin, Psaty, and Kronmal (1998).”
Early-Grade Retention and Children’s Reading and Math Learning in Elementary Years (2007, methodology): “Many kindergarten retainees, if promoted to first grade instead, might benefit from the intensive and stimulating learning environment and might display better cognitive outcomes by the end of the treatment year, a hypothesis supported by the recent research evidence (Hong & Raudenbush, 2005, 2006).”
The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late. Statistics In Brief. NCES 2006-064. (2006, background): “The Hong and Raudenbush (2005) article looked at children who were retained during the 1998-99 school year and at their actual performance in their second year of kindergarten (1999- 2000) and their modeled potential performance had they been promoted to first grade in 1999-2000.”
Restorative Interventions and School Discipline Sanctions in a Large Urban School District (2016, background): “If such factors can be observed and measured reliably, propensity score matching methods may be a viable option for understanding the impact of RIs (see Hong & Raudenbush, 2005, as an exemplar).”
Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K (2012, unknown): “The decision to provide programming was made at the school level, and individual participation in the program was decided at the student level; therefore, we explicitly modeled the effects at both the individual and school level, as suggested by Hong (2004) and Hong and Raudenbush (2005).”
Evaluating Kindergarten Retention Policy (2006, background): “A review of past research reveals some confusion in conceptualizing the causal questions about grade retention (Hong 2004; Hong and Raudenbush 2005).”
Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools (2014, methodology): “The PSM technique has been widely used in policy research (such as Hong and Raudenbush 2005, 2006).”