Early grade retention did not significantly affect the likelihood of earning a GED versus graduating from high school¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The contrast between GED attainment and high school graduation was not statistically significant (p = .15, odds ratio = 2.61); equivalence was not tested. → Hughes 2018

Evidence¶

Hughes 2018¶

Hughes, J. N., West, S. G., Kim, H., & Bauer, S. S. (2018). Effect of Early Grade Retention on School Completion: A Prospective Study. Journal of Educational Psychology, 110(7), 974-991. https://doi.org/10.1037/edu0000243

q3 · i? · associational · r3

Same prospective multinomial logistic regression analysis with logistic-regression propensity score weights, contrasting GED receipt against diploma completion. The contrast "did not attain statistical significance"; the printed odds ratio of 2.61 was not significant, so no effect size is claimed.

"The contrast between students who received a GED versus completed high school did not attain statistical significance, estimate = 0.96, SE = 0.67, z = 1.43, p = .15, odds ratio = 2.61."

Discussion¶

Related Claims¶

• Parent education level did not moderate the effect of retention on school completion — related
• Retention in grades 1-5 increases the odds of dropping out of high school rather than graduating, above propensity to be retained — related
• The negative effect of retention on dropping out versus graduating is larger for Black students than White students — related
• A significant retention x ethnicity x gender interaction indicates the negative effect of retention is strongest for African American and Hispanic girls — related