000			01502nam a22001937a 4500
005			20250207164012.0
008			250207b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aLopez-Agudo, Luis Alejandro et al
245			_aGrade retention in Spain: the right way?
260			_aUSA : _bSpringer, _c2024
300			_bp. 53–74
490			_aEducational Assessment, Evaluation and Accountability _vVol. 36(1)
500			_aThere is a wide debate on the convenience of grade retention for students’ future cognitive development. Nevertheless, due to the endogenous characteristics of grade retention to explain students’ academic performance, most of the literature fails in capturing its actual influence. In the present research, we intend to get as close as possible to the causal effect of grade retention on lower secondary education students’ academic competences. In order to do this, we employ rich administrative census and longitudinal data from the most populated region of Spain (Andalusia) using Ordinary Least Squares (OLS) estimation method with student fixed-effects within-students between-academic years. Our results show a positive influence of grade retention on students’ academic competences in the short term in mathematics but a null one in reading.
650			_aGrade retention
650			_aStudent fixed-effects
856			_yClick here to online access _uhttps://link.springer.com/article/10.1007/s11092-023-09421-6
942			_2ddc _cARTICLES
999			_c194776 _d194776