Grade Repetition and School Dropout

2021 ◽  
pp. 52-74
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
School Dropout ◽  
Low Income Countries ◽  
Dropping Out ◽  
Access To Education ◽  
Grade Repetition ◽  
Policy And Practice ◽  
Language Of Instruction ◽  
Early School ◽  
Access And Quality

The issue of grade repetition is relevant for policy and practice in every education system around the world—and yet it is rarely the topic of research in low-income countries. Typically, grade repetition is coupled with a second concern: early school dropout. Together, they are believed represent a constraint upon access to education—preventing children from progressing through school. On the other hand, repetition often intends to emphasize standards and enforce the quality of education. In this way, the issue of grade repetition represents the possible tension between access and quality, but methodological challenges associated with the study of repetition make it difficult to draw any definitive conclusions. This chapter investigates the association between repeating a grade and dropping out of school, the defining theme of existing literature on repetition in low-income countries. Empirical analysis in the sample of Ugandan schools brings to light two other concerns: age of entry into primary school and language of instruction.

Grade Repetition and Primary School Dropout in Uganda

2016 ◽  
Vol 86 (4) ◽  
pp. 580-606 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
Primary Schools ◽  
Representative Sample ◽  
Mixed Methods Research ◽  
School Dropout ◽  
Low Income Countries ◽  
Confounding Variable ◽  
Grade Repetition ◽  
Early School ◽  
Age Of Entry

Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the “wasting” of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique insight that can be gained by focusing on repetition. In this article, Sarah Kabay uses mixed methods research to investigate repetition and its association with later school dropout in Ugandan primary schools. In a representative sample of pupils from 136 schools, Kabay finds that in spite of a policy of automatic promotion meant to limit repetition, 88 percent of pupils had repeated a grade and 11 percent had repeated three or more times. Kabay identifies age as a confounding variable for the association between repetition and dropout, and argues that attention should be drawn to the age of entry into schooling and language policy.

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

2020 ◽  
Vol 30 (2) ◽  
pp. 146-158
Author(s):  
Robyn Anderson ◽  
Carla Anderson
Keyword(s):  
Department Of Education ◽  
Relative Risk Ratio ◽  
First Year ◽  
Grade Repetition ◽  
Policy And Practice ◽  
State Education ◽  
State Education Department ◽  
Early School ◽  
Early Schooling ◽  
Future Policy

AbstractDespite 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.

scholarly journals Whose Knowledge? Whose Influence? Changing Dynamics of China’s Development Cooperation Policy and Practice

IDS Bulletin ◽  
2021 ◽  
Vol 52 (2) ◽  
Author(s):  
Jing Gu ◽  
Xiaoyun Li ◽  
Chuanhong Zhang
Keyword(s):  
International Development ◽  
Low Income ◽  
Development Policy ◽  
Development Cooperation ◽  
Low Income Countries ◽  
African Continent ◽  
Policy And Practice ◽  
Potential Partner ◽  
Rising Power ◽  
Intense Debate

This article aims to investigate the recent evolution of China’s development policy and practice. More precisely, how do China’s policymakers and practitioners understand and debate China’s role in international development, specifically in the context of the global Covid-19 pandemic? China’s growing development activities overseas, particularly in the African continent, have spurred intense debate over its role as a rising power in international development. China is viewed in the West both as a threat and as a valuable potential partner in development cooperation. However, differences between Western and Chinese conceptions of development have complicated cooperation and understanding of China’s development policy. Further understanding of these differences is needed, in order to evaluate their implications for low-income countries, and for potential trilateral cooperation.

scholarly journals Policy and Science for Global Health Security: Shaping the Course of International Health

2019 ◽  
Vol 4 (2) ◽  
pp. 60 ◽  
Author(s):  
Kavita Berger ◽  
James Wood ◽  
Bonnie Jenkins ◽  
Jennifer Olsen ◽  
Stephen Morse ◽  
...  
Keyword(s):  
Public Health ◽  
Low Income ◽  
Large Scale ◽  
Scientific Information ◽  
International Health ◽  
Decision Makers ◽  
Low Income Countries ◽  
Policy And Practice ◽  
Health Security ◽  
Public Health Decision

The global burden of infectious diseases and the increased attention to natural, accidental, and deliberate biological threats has resulted in significant investment in infectious disease research. Translating the results of these studies to inform prevention, detection, and response efforts often can be challenging, especially if prior relationships and communications have not been established with decision-makers. Whatever scientific information is shared with decision-makers before, during, and after public health emergencies is highly dependent on the individuals or organizations who are communicating with policy-makers. This article briefly describes the landscape of stakeholders involved in information-sharing before and during emergencies. We identify critical gaps in translation of scientific expertise and results, and biosafety and biosecurity measures to public health policy and practice with a focus on One Health and zoonotic diseases. Finally, we conclude by exploring ways of improving communication and funding, both of which help to address the identified gaps. By leveraging existing scientific information (from both the natural and social sciences) in the public health decision-making process, large-scale outbreaks may be averted even in low-income countries.

Debt Limits in Fund-Supported Programs - Proposed New Guidelines

Policy Papers ◽  
2009 ◽  
Vol 09 ◽  
Author(s):  
Keyword(s):  
Low Income ◽  
External Debt ◽  
International Community ◽  
Low Income Countries ◽  
Policy And Practice ◽  
External Finance ◽  
New Guidelines ◽  
Development Objectives

Low-income countries (LICs) face significant challenges in meeting their development objectives, while maintaining a sustainable debt position. To address this dilemma, the international community has largely advocated recourse to concessional external finance. The Fund’s existing policy and practice on external debt limits conforms to this preference.

Making It Count: Breadth and Intensity of Extracurricular Engagement and High School Dropout

2017 ◽  
Vol 60 (6) ◽  
pp. 1039-1062 ◽  
Author(s):  
Stephen R. Neely ◽  
Elizabeth Vaquera
Keyword(s):  
High School ◽  
Extracurricular Activities ◽  
Low Income ◽  
Fine Arts ◽  
High School Dropout ◽  
School Dropout ◽  
Dropping Out ◽  
Logistic Regression Models ◽  
Nationally Representative ◽  
Low Income Families

Previous research suggests that extracurricular engagement reduces the likelihood of high school dropout, particularly among traditionally at-risk populations such as racial and ethnic minorities and students from low-income families. Using social bond theory, we examine how the breadth and intensity of extracurricular engagement are related to the likelihood of dropout among a nationally representative sample of students over three years of schooling. Using logistic regression models, we use data from the Education Longitudinal Study of 2002 to examine how extracurricular participation relates to the potential of dropping out by accounting for known correlates and potential selection biases. We find a significant positive relationship between engagement in extracurricular activities (both in number and distribution over different types of activities) and a reduced likelihood of dropout. This relationship is particularly strong in the case of athletic involvement among African American students and for students who simultaneously participate in both athletic and academic/fine arts activities. Implications of these findings are discussed in light of current policy trends toward the elimination of extracurricular programming and the assessment of student participation fees.

Sign in / Sign up

Export Citation Format

Share Document