Assessing the Effectiveness of Elementary School Grade-Skipping in Elementary Student Achievement and Socio-Emotional Development (Poster 13)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Research has consistently linked grade skipping with higher achievement levels and preeminence later in life. Yet, questions remain about the extent to which grade-skipping is facilitating these outcomes or if grade skippers would have had the same successes regardless of having skipped a grade. Drawing on the Early Childhood Longitudinal Study, 2010-11, this study leverages within-student comparisons over time to estimate the relationship between elementary school grade skipping and students’ academic and social development. Little consistent evidence is found of a relationship between grade-skipping and student achievement. Students experience no adverse socioemotional consequences from skipping a grade, and their teachers describe them as demonstrating a more self-control and fewer internalized problem behaviors after skipping a grade.

Author

• Christopher Redding, University of Florida
  Presenting Author