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The Journal of Educational Research Volume 108, 2015 - Issue 3
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Original Articles

Altering School Progression Through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes

Linda M. Raffaele MendezUniversity of South FloridaCorrespondence[email protected]
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,
Eun Sook KimUniversity of South FloridaView further author information
,
John FerronUniversity of South FloridaView further author information
&
Bonnie WoodsSchool District of Osceola CountyView further author information
Pages 186-203 | Published online: 15 Sep 2014

Citations (21)

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Jamie L. Buckmaster, Angela Urick & Timothy G. Ford. (2023) A Quasi-Experimental, Longitudinal Study of Grade Retention on Language Outcomes for English Language Learners. Journal of Education for Students Placed at Risk (JESPAR) 0:0, pages 1-30.
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Articles from other publishers (20)

Joana Pipa, João R. Daniel & Francisco Peixoto. (2024) Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career. Psychology in the Schools 61:5, pages 1897-1921.
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Joseph G. Barile, Kyle Han & Ruth Milanaik. (2024) The Prematurity Paradox: Reevaluating the Kindergarten Readiness of Former Preterm Infants. Pediatrics 153:2.
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Kathryn Zimmermann, Qingqing Yang, Arya Ansari & Kelly Purtell. (2024) An examination of the use and outcomes of readiness assessments, retention policies, and title 1 funding for kindergarten children in the United States. Early Childhood Research Quarterly 67, pages 78-88.
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Miriam G. Clark & Benjamin G. Gibbs. (2023) Retention and Educational Inequalities in the U.S.. Educational Policy.
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Daniel Yiorgios Rigney & Yong Zhao. (2021) Side effects in education: Taxonomy of educational outcomes. PROSPECTS 52:1-2, pages 33-39.
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Sabrina Bolduc & Suzanne Manningham. (2022) Qualité des services de garde éducatifs à l’enfance et préparation scolaire des enfants : points de vue des parents immigrantsQuality of educational childcare services and children’s school readiness: Views of Quebecers parents with an immigrant background. Revue de psychoéducation 51:2, pages 351.
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Zachary Giano, Amanda L. Williams & Jennifer N. Becnel. (2021) Grade Retention and School Dropout: Comparing Specific Grade Levels Across Childhood and Early Adolescence. The Journal of Early Adolescence 42:1, pages 33-57.
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Olufemi T. Adigun, Faizat A. Tijani, Dumisani R. Nzima & Raveenthiran Vivekanantharasa. (2021) Perceived Stress of Special Education Teachers in the Context of the Person-Environment Relationship. The Open Psychology Journal 14:1, pages 300-309.
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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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Rong Chen & Peter Riley Bahr. (2020) How Does Undergraduate Debt Affect Graduate School Application and Enrollment?. Research in Higher Education 62:4, pages 528-555.
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Sally A. Larsen, Callie W. Little & William L. Coventry. (2020) Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School. Child Development 92:2, pages 774-792.
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Michelle M. Sands, Lisa Monda-Amaya & Hedda Meadan. (2021) Kindergarten Redshirting: Implications for Children with Disabilities. Disabilities 1:1, pages 30-46.
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Jordan E. Greenburg & Adam Winsler. 2021. Supporting Children’s Well-Being During Early Childhood Transition to School. Supporting Children’s Well-Being During Early Childhood Transition to School 275 302 .
Stephen Gorard. (2020) Overcoming Equity-Related Challenges for the Education and Training Systems of Europe. Education Sciences 10:11, pages 305.
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Ana Sucena, Cátia Marques, Ana Filipa Silva, Cristina Garrido & Rui Pimenta. (2020) Is Redshirting Beneficial for Reading Acquisition Success?. Frontiers in Psychology 11.
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Jordan E. Greenburg & Adam Winsler. (2020) Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly 53, pages 496-506.
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Kirsten MacKinnon. 2019. Challenging Democracy in Early Childhood Education. Challenging Democracy in Early Childhood Education 57 74 .
Amira Mattison, Linda M. Raffaele Mendez, Robert Dedrick, Sarah Dickinson, Emily Wingate & Camille Hanks. (2018) Early elementary teacher ratings of behavior as predictors of grade retention: Race, gender, and socioeconomic status as potential moderators. Psychology in the Schools 55:10, pages 1171-1187.
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Lucy Barnard-Brak, Tara Stevens & Evan Albright. (2017) Academic red-shirting and academic achievement among students with ADHD. Contemporary Educational Psychology 50, pages 4-12.
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Francis L. Huang. (2015) Investigating the Prevalence of Academic Redshirting Using Population-Level Data. AERA Open 1:2, pages 233285841559080.
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