Katie A. Gleason|Oi?Man Kwok|Jan N. Hughes
The Short?Term Effect of Grade Retention on Peer Relations and Academic Performance of At?Risk First Graders
Mitchell Institute|Mitchell Institute|Mitchell Institute
using latent variable structural equation modeling tested theoretical model positing grade retention positive effect childrens teacher peerrated academic competencies sociometric measures peer acceptance also expected positive effect grade retention peer acceptance would mediated childrens ability meet academic challenges classrooms participants 350 526 male ethnically diverse academically atrisk first graders attending 1 3 school districts texas individually administered test academic achievement teacherreport peerreport measures academic competence peerreport measures peer acceptance collected children first grade 1 year later time 63 children repeating first grade 287 second grade hypothesized model provided good fit data childrens academic competencies perceived peers teachers fully mediated effect retention subsequent peer acceptance