Search Results
Author: Andrew, Megan
Resulting in 2 citations.
| 1. |
Andrew, Megan |
|
The Scarring Effects of Primary-Grade Retention? A Study of Cumulative Advantage in the Educational Career Social Forces 93,2 (2014): 653-685. Also: http://sf.oxfordjournals.org/content/93/2/653 Cohort(s): Children of the NLSY79, NLSY79, NLSY79 Young Adult Publisher: Oxford University Press Keyword(s): Behavior Problems Index (BPI); Elementary School Students; Gender Differences; High School Completion/Graduates; Home Observation for Measurement of Environment (HOME); Modeling, Fixed Effects; Peabody Picture Vocabulary Test (PPVT); Propensity Scores; School Entry/Readiness; Siblings Permission to reprint the abstract has not been received from the publisher. Triggering events and the scarring, or status-dependence, process they induce are an important cornerstone of social stratification theory that is rarely studied in the context of the educational career. However, the decades-old high-stakes environment that ties many educational outcomes to a test score or other singular achievement underscores the potential importance of scarring in the contemporary educational career. In this paper, I study scarring in the educational career in the case of primary-grade retention. Using propensity score matching and sibling fixed-effects models, I evaluate evidence for primary-grade retention effects on high school completion and college entry and completion. I find consistent evidence of a causal effect of early primary school grade retention on high school completion. These effects operate largely through middle school academic achievements and expectations, suggesting that students who recover from the scar of grade retention on high school completion largely do so earlier rather than later in the educational career. Students can continue to recover from the effects of grade retention through early high school, not only through their academic achievements but through their expectations of high school completion as well. Models suggest that early primary grade retention scars the educational career mainly at high school completion, though there are important, unconditional effects on college entry and completion as a result. I conclude by placing these findings in the larger grade-retention literature and discussing future research on heterogeneities in and mechanisms of retention effects. © The Author 2014. Published by Oxford University Press on behalf of the University of North Carolina at Chapel Hill. All rights reserved. |
|
|
Bibliography Citation
Andrew, Megan. "The Scarring Effects of Primary-Grade Retention? A Study of Cumulative Advantage in the Educational Career." Social Forces 93,2 (2014): 653-685.
|
| 2. |
Andrew, Megan Blake, Mary Kate |
|
The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis Youth and Society published online (13 September 2021): DOI: 10.1177/0044118X211042643. Also: https://journals.sagepub.com/doi/full/10.1177/0044118X211042643 Cohort(s): NLSY79 Young Adult Publisher: Sage Publications Keyword(s): Discipline; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; School Suspension/Expulsion Permission to reprint the abstract has not been received from the publisher. In this analysis, we consider how a potentially important triggering event in the life course--exclusionary school discipline--may affect students' high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification. |
|
|
Bibliography Citation
Andrew, Megan and Mary Kate Blake. "The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis." Youth and Society published online (13 September 2021): DOI: 10.1177/0044118X211042643.
|