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RESEARCH PRODUCT
Predictores y efectos de la repetición de curso
Mauro Mediavilla BordalejoAlvaro Choi De MendizábalJavier Valbuena GómezMaría Gil Izquierdosubject
Reverse causalityEconomics and EconometricsHistoryRepetition (rhetorical device)educationGeography Planning and DevelopmentTransportationGrade retentionAcademic achievementDevelopmental psychologyIntervention (counseling)Political Science and International RelationsEmpirical evidencePsychologySocial Sciences (miscellaneous)description
About a third of Spanish students will have repeated at least one school year by the time they reach 16. It is claimed that alternative policies top grade repetition should seek to provide individualised treatment and ensure early intervention. In Spain, while there is empirical evidence in support of the benefits of the former, there is little for the latter. Here, we fill this gap by combining data from two international assessments. We identify the profile of students who a) are at greatest risk of grade retention and b) are most negatively affected by the policy. Our results confirm the importance of early intervention and the need to rethink grade repetition as a one-size-fits-all policy.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-01-09 | Revista de Economía Mundial |