Grade Repetition and Collaborative Problem-Solving in PISA

• In Event: International Views on Achievement and Performance

Abstract

Using the OECD PISA 2015 dataset and a sample of 13 countries in which over 15% of 15-year-old students have repeated a grade at least once, this paper analyzes the relationships between grade repetition and student outcomes in collaborative problem-solving. The empirical results here are based on linear regression analysis and account for the complex design of PISA surveys. In all countries examined, students who repeated a grade in secondary school tend to perform better than do students who repeated a grade in primary school, and nonrepeaters tend to perform even better than secondary school repeaters. These findings hold even after student gender, migration status, socioeconomic background, and age are controlled for.

Authors

• Andriele Ferreira Muri Leite, Federal University of Rondonia

• Patricia Vohl, Université de Montréal

• Nathalie Loye, University of Montreal