Evidence of the effect of retention in the early years of school

• Autor(a) principal: Correa, Erisson Viana
• Data de Publicação: 2014
• Outros Autores: Bonamino, Alicia, Soares, Tufi Machado
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/2862
• topic: Repetência; Avaliação do Rendimento Escolar; Pesquisa Longitudinal; Ensino Fundamental; Retention; Assessment of School Performance; Longitudinal Research; Elementary Education; Repitencia; Evaluación del Rendimiento Escolar; Investigación Longitudinal; Educación Fundamental

In the context of the debate about the advantages and disadvantages of school retention as a pedagogic method, this study intends to verify the effects of this practice on the performance of students in the first years of schooling. The objective is to investigate whether students who repeat, even at the cost of an extra year of schooling, show real gains in proficiency that justify the use of such a measure. To accomplish this, we developed an observational study that compares groups of students, retained and promoted, organized by assisted pairing, analyzing the impact of retention on the proficiency measures on these groups in Portuguese language and Mathematics, at different moments along their school path. The results show that, over time, the retained students learn less than the promoted students. When compared within the same grade, independent of the school year of the student, the retainees were more successful, although the effect on the Portuguese language gets lost over the grades.