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A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement

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  • Yang, Mi-Youn
  • Chen, Zibei
  • Rhodes, Judith L.F.
  • Orooji, Marmar

Abstract

Given the recent skyrocketing rates of grade retention and their adverse effects, better understanding is needed to identify intervention practices that ameliorate risk factors across school and family domains. This prospective, longitudinal study examines the relationship between material hardship, school engagement, and grade retention among at-risk elementary school children (N = 4329) from 410 public elementary schools in Louisiana. The study utilized multilevel logistic regressions with a two-level hierarchical structure to address the nesting effects of children within schools. Baron and Kenny's mediation analysis approach was used to identify the mediating effect of school engagement on the relationship between material hardship and grade retention. Results show that 42.34% of children in the sample repeated at least one grade over the four school years examined in this study. Material hardship was associated with a greater likelihood of grade retention, and this association was partially mediated by levels of school engagement. This study suggests that children in families experiencing material hardship need interventions not only for basic needs, but also for interventions that increase levels of engagement in school. Addressing material hardship and low levels of school engagement may have profound implications on school success.

Suggested Citation

  • Yang, Mi-Youn & Chen, Zibei & Rhodes, Judith L.F. & Orooji, Marmar, 2018. "A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement," Children and Youth Services Review, Elsevier, vol. 88(C), pages 25-32.
    • Handle: RePEc:eee:cysrev:v:88:y:2018:i:c:p:25-32
    DOI: 10.1016/j.childyouth.2018.02.043
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    References listed on IDEAS

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    1. 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.
    2. Robison, Samuel & Jaggers, Jeremiah & Rhodes, Judith & Blackmon, Bret J. & Church, Wesley, 2017. "Correlates of educational success: Predictors of school dropout and graduation for urban students in the Deep South," Children and Youth Services Review, Elsevier, vol. 73(C), pages 37-46.
    3. Carl Frederick & Robert Hauser, 2008. "Have we put an end to social promotion? Changes in school progress among children aged 6 to 17 from 1972 to 2005," Demography, Springer;Population Association of America (PAA), vol. 45(3), pages 719-740, August.
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    Cited by:

    1. Diederik Boertien & Fabrizio Bernardi, 2019. "Same-Sex Parents and Children’s School Progress: An Association That Disappeared Over Time," Demography, Springer;Population Association of America (PAA), vol. 56(2), pages 477-501, April.
    2. Yang, Mi-Youn & Harmeyer, Erin & Chen, Zibei & Lofaso, Blaine Masinter, 2018. "Predictors of early elementary school suspension by gender: A longitudinal multilevel analysis," Children and Youth Services Review, Elsevier, vol. 93(C), pages 331-338.

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