Victor L. Willson|Jan N. Hughes
Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors
Texas A&M University|Texas A&M University
sample 283 hispanic children literacy performance entrance first grade median school district studied part larger research project predictors grade retention grade 1 following retention decisions 51 hispanic students retained first grade low literacy skills young entrance first grade low ego resilience low support teacherstudent relationship parents low sense responsibility childrens educational outcomes predicted retention decisions hierarchical logistics regression investigated contribution six categories variables academic competencies sociodemographic characteristics social emotional behavioral adjustment resiliency school context home environment retention controlling literacy young grade parents low sense responsibility childrens adjustment school made direct contribution retention early literacy skills higher children enrolled bilingual classrooms children nonbilingual classrooms implications educational policy discussed