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Grade Retention, Postsecondary Education, and Public Aid Receipt.
Suh-Ruu Ou1, Arthur J Reynolds1
1Institute of Child Development, University of Minnesota-Twin cities, 51 East River Road, Minneapolis, MN 55455.
Grade retention significantly lowers postsecondary education participation for low-income minority youth. Late retention shows a stronger negative association than early retention, with no link to public aid receipt.
Area of Science:
- Education
- Sociology
- Child Development
Background:
- The Chicago Longitudinal Study (CLS) tracks low-income, minority children in an urban setting.
- Understanding factors influencing educational attainment is crucial for this demographic.
Purpose of the Study:
- To examine the association between grade retention and postsecondary education participation.
- To investigate the relationship between grade retention and public aid receipt.
Main Methods:
- Utilized data from 1,367 participants in the Chicago Longitudinal Study (CLS).
- Employed regression analysis and propensity score matching to analyze grade retention and educational attainment by age 24.
Main Results:
- Grade retention was significantly associated with reduced participation in postsecondary education.
- Late grade retention (grades 4-8) had a stronger negative impact than early retention (grades 1-3).
- No significant association was found between grade retention and public aid receipt.
Conclusions:
- Grade retention acts as a significant barrier to postsecondary education access for disadvantaged youth.
- Interventions targeting early and late grade retention may improve higher education opportunities.
- Grade retention does not appear to influence reliance on public assistance programs.
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