ERIC Number: EJ1425243
Record Type: Journal
Publication Date: 2024-Jun
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: EISSN-1552-3896
The Adoption of Test-Based Grade Retention Policies: An Event History Analysis
Christopher Redding; Steven M. Carlo
Educational Policy, v38 n4 p970-1004 2024
We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading proficiency rates, and larger student enrollments in the early grades were all associated with increased odds of grade retention policy adoption.
Descriptors: Grade Repetition, National Competency Tests, Educational History, Student Characteristics, African American Students, Reading Tests, Grade 4, Elementary School Students, Educational Policy, Policy Analysis, State Norms, Accounting, Social Promotion, Comparative Analysis, Educational Legislation, Economic Factors, Political Influences, Race, Ethnicity, Preschool Education, Enrollment Trends, High School Students, Exit Examinations
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Early Childhood Education; Preschool Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A