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Who Gets Held Back? An Analysis of Grade Retention Using Stratified Frailty Models

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  • Victoria Nevin Locke

    (Istation)

  • P. Johnelle Sparks

    (The University of Texas at San Antonio)

Abstract

Racial/ethnic disparities in grade retention related to structural inequality are investigated using a quantitative theoretical model from the health literature. Data from the Early Childhood Longitudinal Study-Kindergarten Cohort are linked with segregation indices for dissimilarity and poverty interaction derived from the US Census 2000 data estimate the impact of individual and structural level variables on grade retention. Shared frailty models demonstrate that there are racial/ethnic differences in grade retention, much of which can be explained by structural inequality. Students who are white or African American have lower risk in areas with higher dissimilarity and poverty interaction. Parental involvement mediates the risk of retention.

Suggested Citation

  • Victoria Nevin Locke & P. Johnelle Sparks, 2019. "Who Gets Held Back? An Analysis of Grade Retention Using Stratified Frailty Models," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 38(5), pages 695-731, October.
    • Handle: RePEc:kap:poprpr:v:38:y:2019:i:5:d:10.1007_s11113-019-09524-3
    DOI: 10.1007/s11113-019-09524-3
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    References listed on IDEAS

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    1. Schwerdt, Guido & West, Martin R. & Winters, Marcus A., 2017. "The effects of test-based retention on student outcomes over time: Regression discontinuity evidence from Florida," Journal of Public Economics, Elsevier, vol. 152(C), pages 154-169.
    2. Ron Diris, 2017. "Don't Hold Back? The Effect of Grade Retention on Student Achievement," Education Finance and Policy, MIT Press, vol. 12(3), pages 312-341, Summer.
    3. Arline Geronimus & John Bound & Timothy Waidmann & Cynthia Colen & Dianne Steffick, 2001. "Inequality in life expectancy, functional status, and active life expectancy across selected black and white populations in the United States," Demography, Springer;Population Association of America (PAA), vol. 38(2), pages 227-251, May.
    4. Corman, H., 2003. "The effects of state policies, individual characteristics, family characteristics, and neighbourhood characteristics on grade repetition in the United States," Economics of Education Review, Elsevier, vol. 22(4), pages 409-420, August.
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