Page 176 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 176
ear ly school leaving: contempor ary european perspectives
retention for certain outcomes, the longitudinal studies show a strikingly
close link between grade retention and ESL. In fact, another review study
examined 17 studies and determined grade retention was one of the most
powerful predictors of ESL (Jimerson et al. 2002). Moreover, grade reten-
tion was perceived to be the most stressful life event by sixth-grade students
when asked to rate the stressfulness of 20 different life events (Anderson,
Jimerson, & Whipple, 2005). A comparison of students who were retained
and then subsequently became ESLers with those who were retained and
then managed to finish high school showed that early socio-emotional and
behavioural characteristics as well as maternal education and academ-
ic achievement distinguish the two groups of retained students (Jimerson,
Ferguson, Whipple, Anderson, & Dalton, 2002). Early attention to a stu-
dent’s social-emotional competencies is thus warranted. A more recent
study showed that grade retention in eighth grade significantly increased
the probability of dropping out of high school. However, retention in sixth
grade did not affect the likelihood of completing high school and two-
thirds of these students were able to catch up with the original cohort with-
in 2 years (Jacob & Lefgren, 2009). Interestingly, authors have found no
impact of grade retention in eighth grade for those who were sent to ‘tran-
sition centres’ rather than remaining in school. Their findings offer some
important insights into grade-retention policies regarding the timing of the
retention as well as opportunities provided during the retention year.
Socio-economic segregation of schools
The segregation of schools refers to the accumulation of students from
disadvantaged backgrounds in certain schools (European Commission,
2011). The socio-economic segregation of schools in the education system
means there are large disparities between schools in their mean SES, i.e. in
the composition of the student body at a particular school in terms of SES.
Socio-economic segregation occurs for different reasons. It can be due to
the selection made within the education system (e.g. students from a dis-
advantaged background are over-represented in some types of schools) or
may result from the tendency of specific social groups to live in certain ar-
eas (European Commission/EACEA/Eurydice/Cedefop, 2014).
Socio-economic segregation is the main factor underpinning segre-
gation in European school systems (European Commission, 2011). It has
been shown to be problematic in many ways. For example, the socio-eco-
nomic segregation of schools is closely linked to the issue of (in)equity
176
retention for certain outcomes, the longitudinal studies show a strikingly
close link between grade retention and ESL. In fact, another review study
examined 17 studies and determined grade retention was one of the most
powerful predictors of ESL (Jimerson et al. 2002). Moreover, grade reten-
tion was perceived to be the most stressful life event by sixth-grade students
when asked to rate the stressfulness of 20 different life events (Anderson,
Jimerson, & Whipple, 2005). A comparison of students who were retained
and then subsequently became ESLers with those who were retained and
then managed to finish high school showed that early socio-emotional and
behavioural characteristics as well as maternal education and academ-
ic achievement distinguish the two groups of retained students (Jimerson,
Ferguson, Whipple, Anderson, & Dalton, 2002). Early attention to a stu-
dent’s social-emotional competencies is thus warranted. A more recent
study showed that grade retention in eighth grade significantly increased
the probability of dropping out of high school. However, retention in sixth
grade did not affect the likelihood of completing high school and two-
thirds of these students were able to catch up with the original cohort with-
in 2 years (Jacob & Lefgren, 2009). Interestingly, authors have found no
impact of grade retention in eighth grade for those who were sent to ‘tran-
sition centres’ rather than remaining in school. Their findings offer some
important insights into grade-retention policies regarding the timing of the
retention as well as opportunities provided during the retention year.
Socio-economic segregation of schools
The segregation of schools refers to the accumulation of students from
disadvantaged backgrounds in certain schools (European Commission,
2011). The socio-economic segregation of schools in the education system
means there are large disparities between schools in their mean SES, i.e. in
the composition of the student body at a particular school in terms of SES.
Socio-economic segregation occurs for different reasons. It can be due to
the selection made within the education system (e.g. students from a dis-
advantaged background are over-represented in some types of schools) or
may result from the tendency of specific social groups to live in certain ar-
eas (European Commission/EACEA/Eurydice/Cedefop, 2014).
Socio-economic segregation is the main factor underpinning segre-
gation in European school systems (European Commission, 2011). It has
been shown to be problematic in many ways. For example, the socio-eco-
nomic segregation of schools is closely linked to the issue of (in)equity
176
