Who Gets Held Back? An Analysis of Grade Retention Using Stratified Frailty Models

Victoria Nevin Locke () and P. Johnelle Sparks ()
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Victoria Nevin Locke: Istation
P. Johnelle Sparks: The University of Texas at San Antonio

Population Research and Policy Review, 2019, vol. 38, issue 5, No 5, 695-731

Abstract: Abstract Racial/ethnic disparities in grade retention related to structural inequality are investigated using a quantitative theoretical model from the health literature. Data from the Early Childhood Longitudinal Study-Kindergarten Cohort are linked with segregation indices for dissimilarity and poverty interaction derived from the US Census 2000 data estimate the impact of individual and structural level variables on grade retention. Shared frailty models demonstrate that there are racial/ethnic differences in grade retention, much of which can be explained by structural inequality. Students who are white or African American have lower risk in areas with higher dissimilarity and poverty interaction. Parental involvement mediates the risk of retention.

Keywords: Grade retention; Segregation; Dissimilarity; Poverty interaction; Structural inequality; ECLS-K (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1007/s11113-019-09524-3

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