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When Students Repeat Grades or Are Transferred Out of School: What Does it Mean for Education Systems?

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Abstract

School systems handle the challenges of diverse student populations in different ways. Some countries have non-selective and comprehensive school systems that seek to provide all students with similar opportunities, leaving it to individual schools and teachers to meet the particular needs of every student. Other countries group students, whether in different schools or in different classes within schools, with the aim of serving students according to their particular academic potential, interests and/or behaviour. Having underperforming students repeat grades or transferring struggling or disruptive students to other schools are two common policies used to group students for this reason...

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  • Oecd, 2011. "When Students Repeat Grades or Are Transferred Out of School: What Does it Mean for Education Systems?," PISA in Focus 6, OECD Publishing.
    • Handle: RePEc:oec:eduddd:6-en
    DOI: 10.1787/5k9h362n5z45-en
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    Citations

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    Cited by:

    1. Maximilian Bach & Stephan Sievert, 2019. "Birth Cohort Size Variation and the Estimation of Class Size Effects," Discussion Papers of DIW Berlin 1817, DIW Berlin, German Institute for Economic Research.
    2. Gianfranco DE SIMONE, 2012. "Render unto primary the things which are primary's. Inherited and fresh learning divides in Italian lower secondary education," Departmental Working Papers 2012-14, Department of Economics, Management and Quantitative Methods at Università degli Studi di Milano.
    3. Baert, Stijn & Picchio, Matteo, 2021. "A signal of (Train)ability? Grade repetition and hiring chances," Journal of Economic Behavior & Organization, Elsevier, vol. 188(C), pages 867-878.
    4. Álvaro Choi & María Gil & Mauro Mediavilla & Javier Valbuena, 2016. "Double toil and trouble: grade retention and academic performance," Working Papers 2016/7, Institut d'Economia de Barcelona (IEB).
    5. Luciana Méndez-Errico & Xavier Ramos, 2022. "Selection and educational attainment: why some children are left behind? Evidence from a middle-income country," Education Economics, Taylor & Francis Journals, vol. 30(6), pages 624-643, November.
    6. Bach, Maximilian, 2019. "Strategic grade retention," ZEW Discussion Papers 19-059, ZEW - Leibniz Centre for European Economic Research.
    7. Lucio Esposito & Sunil Mitra Kumar & Adrián Villaseñor, 2020. "The importance of being earliest: birth order and educational outcomes along the socioeconomic ladder in Mexico," Journal of Population Economics, Springer;European Society for Population Economics, vol. 33(3), pages 1069-1099, July.
    8. Hu, Li-Chung & Hannum, Emily, 2020. "Red flag: Grade retention and student academic and behavioral outcomes in China," Children and Youth Services Review, Elsevier, vol. 113(C).
    9. Zhang, Shiying & Huang, Ao, 2022. "The long-term effects of automatic grade promotion on child development," China Economic Review, Elsevier, vol. 74(C).
    10. Kristina Sonmark & Emmanuelle Godeau & Lily Augustine & Magnus Bygren & Bitte Modin, 2016. "Individual and Contextual Expressions of School Demands and their Relation to Psychosomatic Health a Comparative Study of Students in France and Sweden," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(1), pages 93-109, March.
    11. De Simone, Gianfranco, 2013. "Render unto primary the things which are primary's: Inherited and fresh learning divides in Italian lower secondary education," Economics of Education Review, Elsevier, vol. 35(C), pages 12-23.
    12. Zoltan Hermann & Marianna Kopasz, 2018. "Educational policies and the gender gap in test scores: A cross-country analysis," Budapest Working Papers on the Labour Market 1805, Institute of Economics, Centre for Economic and Regional Studies.

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