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Applied Economics Volume 46, 2014 - Issue 12
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Original Articles

Does grade retention affect students’ achievement? Some evidence from Spain

J. Ignacio García-PérezDepartment of Economics, Universidad Pablo de Olavide, Carretera Utrera, km. 1, Seville41013, SpainCorrespondence[email protected]
,
Marisa Hidalgo-HidalgoDepartment of Economics, Universidad Pablo de Olavide, Carretera Utrera, km. 1, Seville41013, Spain
&
J. Antonio Robles-ZuritaDepartment of Economics, Universidad Pablo de Olavide, Carretera Utrera, km. 1, Seville41013, Spain
Pages 1373-1392 | Published online: 11 Feb 2014

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Luis Alejandro Lopez-Agudo & Oscar David Marcenaro-Gutierrez. (2023) The influence of kindergarten on students’ performance: The Spanish case. The Social Science Journal 0:0, pages 1-27.
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Oscar David Marcenaro-Gutierrez & Luis Alejandro Lopez-Agudo. (2021) Too Late or Too Soon for School? The Impact of School Entry Age. Journal of Research on Educational Effectiveness 14:2, pages 309-352.
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Thea Bertnes Strømme. (2021) Educational aspirations and decisions in Barcelona, Spain and Bergen, Norway: the significance of class and class fractions. Journal of Youth Studies 24:3, pages 404-425.
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John Jerrim, Luis Alejandro Lopez-Agudo & Oscar D. Marcenaro-Gutierrez. (2020) Does it matter what children read? New evidence using longitudinal census data from Spain. Oxford Review of Education 46:5, pages 515-533.
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Luis Catela Nunes, Ana Balcão Reis & Carmo Seabra. (2018) Is retention beneficial to low-achieving students? Evidence from Portugal. Applied Economics 50:40, pages 4306-4317.
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José Manuel Cordero, Manuel Muñiz & Cristina Polo. (2016) The determinants of cognitive and non-cognitive educational outcomes: empirical evidence in Spain using a Bayesian approach. Applied Economics 48:35, pages 3355-3372.
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Manuel T. Valdés. The effect of the month of birth on academic achievement: heterogeneity by social origin and gender. European Societies 0:0, pages 1-27.
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Articles from other publishers (36)

Manuel T. Valdés & Miguel Requena. (2023) The effect of the age at school entry on educational attainment and field of study: an analysis using the Spanish census. Higher Education 87:4, pages 1061-1083.
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Luis Alejandro Lopez-Agudo, Claudia Prieto Latorre & Oscar David Marcenaro-Gutierrez. (2023) Grade retention in Spain: the right way?. Educational Assessment, Evaluation and Accountability 36:1, pages 53-74.
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Adam Winsler, Nadine Rozell, Tevis L. Tucker & Gabriele Norvell. (2023) Earlier mastery of English predicts 5 th Grade academic outcomes for low-income dual language learners in Miami, USA . Bilingualism: Language and Cognition 26:5, pages 910-923.
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Cristina Lopez-Mayan & Catia Nicodemo. (2023) “If my buddies use drugs, will I?” Peer effects on Substance Consumption Among Teenagers. Economics & Human Biology 50, pages 101246.
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Laura López Fernández, Diego González-Rodríguez & María-José Vieira. (2023) Variables que afectan la repetición en la educación obligatoria en España. Revista Electrónica de Investigación Educativa 25, pages 1-15.
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John Jerrim, Luis Alejandro Lopez-Agudo & Oscar David Marcenaro-Gutierrez. (2021) Grade retention and school entry age in Spain: a structural problem. Educational Assessment, Evaluation and Accountability 34:3, pages 331-359.
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Gerry Redmond, Irene García-Moya, Carmen Moreno, Anna Mooney & Fiona Brooks. (2021) Gender Differences in the Relationship between Pressure from Schoolwork and Health Complaints: a Three Country Study. Child Indicators Research 15:3, pages 763-780.
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Deepak Kumar, Bhanu Pratap & Archana Aggarwal. (2021) Gender differences in students’ progress from elementary to secondary education in India: who are performing better?. Educational Research for Policy and Practice 21:2, pages 217-241.
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David Molina-Muñoz, Elena Molina-Portillo, José Antonio Sánchez-Pelegrín & José Miguel Contreras-García. (2022) Estudio por género del impacto de factores contextuales en el rendimiento matemático del alumnado español en PISA 2018. Revista Complutense de Educación 33:4, pages 645-656.
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Francisco Javier García-Crespo, María del Carmen Tovar-Sánchez & Ruth Martín-Escanilla. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 995 1019 .
Francisco Javier García-Crespo, María del Carmen Tovar-Sánchez & Ruth Martín-Escanilla. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 25 .
Mieke Goos, Joana Pipa & Francisco Peixoto. (2021) Effectiveness of grade retention: A systematic review and meta-analysis. Educational Research Review 34, pages 100401.
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Siro Bayón‐Calvo, Jezabel Lucas‐García & Rogelio Gómez‐García. (2021) An endogenous analysis of early school leaving in Spain: The role of gender and regional inequalities. European Journal of Education 56:3, pages 482-495.
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Stijn Baert & Matteo Picchio. (2021) A signal of (Train)ability? Grade repetition and hiring chances. Journal of Economic Behavior & Organization 188, pages 867-878.
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Javier Valbuena, Mauro Mediavilla, Álvaro Choi & María Gil. (2020) EFFECTS OF GRADE RETENTION POLICIES: A LITERATURE REVIEW OF EMPIRICAL STUDIES APPLYING CAUSAL INFERENCE. Journal of Economic Surveys 35:2, pages 408-451.
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Oscar David Marcenaro-Gutierrez & Luis Alejandro Lopez-Agudo. (2021) The back of the coin in resilience: on the characteristics of advantaged low-achieving students. Economia Politica 38:1, pages 323-383.
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Luis Alejandro Lopez-Agudo, Sara M. González-Betancor & Oscar David Marcenaro-Gutierrez. (2021) Language at home and academic performance: The case of Spain. Economic Analysis and Policy 69, pages 16-33.
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Silvia C. Gómez Soler, Juanita Cifuentes González & Luz Karime Abadía Alvarado. (2021) Should students repeat a school year? The case of grade 9 students in Colombia. International Journal of Educational Research 110, pages 101886.
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Oscar David Marcenaro‐Gutierrez & Luis Alejandro Lopez‐Agudo. (2020) Does Teacher Subject Knowledge Contribute to Student Academic Performance in Developing and Least Developed Countries?. South African Journal of Economics 88:3, pages 267-297.
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Luis Alejandro Lopez-Agudo & Miguel Ángel Ropero-García. (2019) Out-of-School Use of Time and Its Association with Gender Differences in Educational Outcomes. Child Indicators Research 13:4, pages 1335-1369.
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Lucio Esposito, Sunil Mitra Kumar & Adrián Villaseñor. (2020) The importance of being earliest: birth order and educational outcomes along the socioeconomic ladder in Mexico. Journal of Population Economics 33:3, pages 1069-1099.
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Luis Alejandro Lopez–Agudo & Oscar Marcenaro–Gutierrez. (2018) Are Spanish Children Taking Advantage of their Weekly Classroom Time?. Child Indicators Research 12:1, pages 187-211.
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José M. Cordero, Víctor Cristóbal & Daniel Santín. (2017) CAUSAL INFERENCE ON EDUCATION POLICIES: A SURVEY OF EMPIRICAL STUDIES USING PISA, TIMSS AND PIRLS. Journal of Economic Surveys 32:3, pages 878-915.
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José A. Robles-Zurita. (2017) Cognitive skills and the LOGSE reform in Spain: evidence from PIAAC. SERIEs 8:4, pages 401-415.
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J. Ignacio García-Pérez & Marisa Hidalgo-Hidalgo. (2017) No student left behind? Evidence from the Programme for School Guidance in Spain. Economics of Education Review 60, pages 97-111.
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Ron Diris. (2017) Don't Hold Back? The Effect of Grade Retention on Student Achievement. Education Finance and Policy 12:3, pages 312-341.
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Lucas Gortázar & Juan Manuel Moreno. (2017) Costes y consecuencias de no alcanzar un pacto educativo en España. Revista Educación, Política y Sociedad 2:2, pages 9-37.
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Timo Ehmke, Christine Sälzer, Marcus Pietsch, Barbara Drechsel & Katharina Müller. (2017) Kompetenzentwicklung im Schuljahr nach PISA 2012: Effekte von KlassenwiederholungenCompetence development in the school year after PISA 2012: effects of grade retention. Zeitschrift für Erziehungswissenschaft 20:S2, pages 99-124.
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Tommaso Agasisti & Jose M. Cordero. (2017) The determinants of repetition rates in Europe: Early skills or subsequent parents’ help?. Journal of Policy Modeling 39:1, pages 129-146.
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Joaquim Pinto, Jaime Carvalho e Silva & Teresa Bixirão Neto. (2016) Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa. Ciência & Educação (Bauru) 22:4, pages 837-853.
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Sara M. González-Betancor & Alexis J. López-Puig. (2016) Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status. PLOS ONE 11:11, pages e0166431.
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Arantza Gorostiaga & José Luis Rojo-Álvarez. (2016) On the use of conventional and statistical-learning techniques for the analysis of PISA results in Spain. Neurocomputing 171, pages 625-637.
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Kyoko Taniguchi. (2015) Determinants of grade repetition in primary school in sub-Saharan Africa: An event history analysis for rural Malawi. International Journal of Educational Development 45, pages 98-111.
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Juan-José Navarro, Javier García-Rubio & Pedro R. Olivares. (2015) The Relative Age Effect and Its Influence on Academic Performance. PLOS ONE 10:10, pages e0141895.
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Pou-seong Sit, Kwok-cheung Cheung, Wai-cheong Cheong, Soi-kei Mak, Kay-cheng Soh & Man-kai Ieong. (2015) What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study. Asia Pacific Education Review 16:3, pages 367-377.
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lvaro Choi, Maria Gil, Mauro Mediavilla & Javier Valbuena. (2016) Double Toil and Trouble: Grade Retention and Academic Performance. SSRN Electronic Journal.
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