How Can Cross-Country Differences in the Practice of Grade Retention Be Explained? A Closer Look at National Educational Policy Factors.
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| Title: | How Can Cross-Country Differences in the Practice of Grade Retention Be Explained? A Closer Look at National Educational Policy Factors. |
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| Authors: | Goos, Mieke, Schreier, Brigitte Maria, Knipprath, Heidi Maria Eduard, De Fraine, Bieke, Van Damme, Jan, Trautwein, Ulrich |
| Source: | Comparative Education Review. Feb2013, Vol. 57 Issue 1, p54-84. 31p. 1 Diagram, 4 Charts, 1 Graph. |
| Subject Terms: | *Education policy, *Secondary education, *High school students, Logistic regression analysis |
| Geographic Terms: | OECD countries |
| Abstract: | This study investigates the extent to which national educational policy factors can explain differences in the probability of students repeating a grade in primary and lower-secondary education across OECD member countries. Data from the PISA 2009 study, the OECD Education at a Glance brochures, and the TALIS 2007 study were analyzed by means of three-level logistic regression models. The results indicate that a remarkable amount of variation in the likelihood of student grade retention lies at the country level. National educational policy factors, however, only partly explain this variation, indicating that traditions and societal beliefs regarding the benefits of grade retention also play a role in the explanation for international differences in retention. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates the extent to which national educational policy factors can explain differences in the probability of students repeating a grade in primary and lower-secondary education across OECD member countries. Data from the PISA 2009 study, the OECD Education at a Glance brochures, and the TALIS 2007 study were analyzed by means of three-level logistic regression models. The results indicate that a remarkable amount of variation in the likelihood of student grade retention lies at the country level. National educational policy factors, however, only partly explain this variation, indicating that traditions and societal beliefs regarding the benefits of grade retention also play a role in the explanation for international differences in retention. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00104086 |
| DOI: | 10.1086/667655 |
