Stephanie Moser|Stephen G. West|Jan N. Hughes
Trajectories of math and reading achievement in low-achieving children in elementary school: Effects of early and later retention in grade.
Arizona State University|Arizona State University|Texas A&M University
study investigated effects retention promotion first grade growth trajectories mathematics reading achievement elementary school years grades 15 large multiethnic sample n 784 children median literacy school entrance 363 children either promoted n 251 retained n 112 first grade could successfully matched 72 background variables achievement measured annually using woodcockjohnson w scores scores retained children shifted back one year permit samegrade comparisons using longitudinal growth curve analysis trajectories math reading scores promoted retained children compared retained children received one year boost achievement boost fully dissipated end elementary school pattern subsequent retention grades 2 3 4 placement special education sample elementary school years also described effects explored policy implications interventions low achieving children considered