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Effect of Retention in First Grade on Parents' Educational Expectations and Children's Academic Outcomes
Jan N Hughes1, Oi-Man Kowk1, Myunghee Im1
1Department of Educational Psychology, Texas A&M University, Box 4225, College Station, Tx 77843-4225.
Abstract:
The effect of retention in first grade (Year 1) on parents' educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents' expectations are suggested.
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