Effects of grade retention on achievement and self-concept in science and mathematics

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The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students.
Original languageEnglish
JournalStudies in Educational Evaluation
Volume36
Issue number1-2
Pages (from-to)27-35
Number of pages9
ISSN0191-491X
DOIs
Publication statusPublished - 03.2010

    Research areas

  • Educational science - student evaluation, Grade retention, Science achivement, Mathematics achievementq, Self-concept

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