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The Adoption of Test-Based Grade Retention Policies: An Event History Analysis
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- Author(s): Christopher Redding (ORCID
Christopher Redding (ORCID 0000-0003-0850-9322 ); Steven M. Carlo- Language:
English- Source:
Educational Policy. 2024 38(4):970-1004.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
- Peer Reviewed: Y
- Source: 35
- Education Level: Elementary Education
Grade 4
Intermediate Grades
Early Childhood Education
Preschool Education
High Schools
Secondary Education - Subject Terms: Grade Repetition; National Competency Tests; Educational History; Student Characteristics; African American Students; Reading Tests; Grade 4; Elementary School Students; Educational Policy; Policy Analysis; State Norms; Accounting; Social Promotion; Comparative Analysis; Educational Legislation; Economic Factors; Political Influences; Race; Ethnicity; Preschool Education; Enrollment Trends; High School Students; Exit Examinations
- Subject Terms:
- Accession Number: 10.1177/08959048231174886
- ISSN: 0895-9048
1552-3896 - Abstract: We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading proficiency rates, and larger student enrollments in the early grades were all associated with increased odds of grade retention policy adoption.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1425243
- Availability:
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