Grade repetition and boys' risk of being repeated in early schooling in Queensland, Australia

Anderson, Robyn, and Anderson, Carla (2020) Grade repetition and boys' risk of being repeated in early schooling in Queensland, Australia. Journal of Psychologists and Counsellors in Schools, 30 (2). pp. 146-158.

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Abstract

Despite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students' low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland's state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, 'Prep', in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

Item ID: 66088
Item Type: Article (Research - C1)
ISSN: 2055-6373
Keywords: grade repetition, boys, early intervention, early childhood education
Copyright Information: © The Author(s) 2020. Published by Cambridge University Press
Date Deposited: 02 Dec 2020 07:34
FoR Codes: 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 100%
Downloads: Total: 1
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