Third-grade retention and reading achievement in Texas: A nine year panel study |
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| Institution: | 1. Children''s Hospital Los Angeles, Center for Children''s Cancer and Blood Diseases, USC Keck School of Medicine, Los Angeles, California;2. Center for International Blood and Marrow Transplant Research, Division of Biostatistics, Medical College of Wisconsin, Milwaukee, Wisconsin;3. Center for International Blood and Marrow Transplant Research, Minneapolis, Minnesota;4. University of North Carolina Hospitals, Chapel Hill, North Carolina, Division of Hematology and Oncology;5. Department of Stem Cell Transplantation and Cell Transplantation and Cellular Therapy, Division of Cancer Medicine. M.D. Anderson Cancer Center, Houston, Texas;6. Department of Transfusion Medicine, National Institutes of Health Clinical Center, Bethesda, Maryland;7. Department of Landscape Architecture & Urban Planning, Center for Health Systems & Design, Texas A&M University, College Station, Texas;8. National Marrow Donor Program/Be The Match, Minneapolis, Minnesota;9. Department of Pediatrics and Human Development, Helen DeVos Children''s Hospital, Grand Rapids, Michigan;10. Department of Hematology and Oncology, Children''s Mercy Hospitals and Clinics, Kansas City, Missouri;11. University of California, San Diego Medical Center, La Jolla, California;12. Taussig Cancer Institute, Cleveland Clinic Foundation, Cleveland, Ohio;13. Blood and Marrow Transplant Program, Children''s Hospital of Philadelphia, Philadelphia, Pennsylvania;14. Blood and Marrow Transplant Program, Kosair Children''s Hospital, Louisville, Kentucky;15. Indiana University Hospital/Riley Hospital for Children, Indianapolis, Indiana;16. Division of Pediatric Blood and Marrow Transplantation, University of California San Francisco Benioff Children''s Hospital, San Francisco, California;17. Pediatric Hematology-Oncology, Hackensack Meridian University Medical Center, Hackensack, New Jersey;18. Department of Medicine. Cancer Prevention and Population Sciences CCSG Program. Roswell Park Cancer Institute, Buffalo, New York;19. Johns Hopkins All Children''s Hospital, St. Petersburg, Florida;20. Aflac Cancer and Blood Disorders Center, Division of Hematology/Oncology-Bone Marrow Pediatric Hematology & Medical Oncology, Children''s Healthcare of Atlanta and Emory University School of Medicine, Atlanta, Georgia;21. Doernbecher Children''s Hospital, Oregon Health & Science University, Portland, Oregon;22. Pediatric Hematology Oncology Program, Bone Marrow and Stem Cell Transplantation Program, University of North Carolina Healthcare, Chapel Hill, North Carolina;23. Division of Hematology, Fred Hutchinson Cancer Research Center, Seattle, Washington;24. Blood and Marrow Transplant Program, University of Iowa Hospitals & Clinics, Iowa City, Iowa;25. Florida Hospital Cancer Institute, Florida Center for Cellular Therapy, Orlando, Florida;26. Duke Cancer Institute, Duke University Medical Center, Durham, North Carolina;27. Texas Transplant Institute, San Antonio, Texas;28. Cohen Children''s Medical Center of New York, New Hyde Park, New York;29. Cancer Transplant Institute Honor Health, Scottsdale, Arizona;30. Hematology and Oncology, St. Louis Children''s Hospital, St. Louis, Missouri;31. Ann & Robert H. Lurie Children''s Hospital of Chicago, Chicago, Illinois;32. The University of Michigan, Ann Arbor, Michigan;33. Division of General Internal Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania |
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| Abstract: | The academic performance of over 38,000 Texas students who failed the state’s 1994 reading test was examined through their sophomore year in high school. Propensity score matching resulted in strata with retained and promoted students of comparable observed characteristics. Reading scores were analyzed using a two-level hierarchical linear model. Same grade comparisons show that third graders failing the state-mandated reading test who repeated the grade consistently outperformed in later grades the socially promoted children who also failed the third grade test. Additional analyses indicate that alternative explanations for the findings such as omitted variables, regression to the mean, differential panel attrition and cohort effects are not supported. The results are consistent with findings from other recent studies which suggest that grade retention in third grade may help increase student achievement. |
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| Keywords: | Grade retention Propensity score matching Hierarchical linear modeling Threats to interval validity |
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