Family-School Intervention Effects on Grade Retention

• In Event: Responding to the Challenges of Disadvantaged Populations: Engaging Families to Promote School Success

Abstract

Objectives

This paper examines whether rates of retention in first grade differed across FAST and control schools.

Perspectives

As U.S. education policy has increasingly emphasized test-based accountability, rates of grade retention have increased (Hauser, Frederick, & Andrew, 2007). Although not mandated by No Child Left Behind, many states and districts have responded to federal requirements for school accountability by holding back students who do not meet test score thresholds (Gamoran, 2007). More children are held back in first grade than any other grade level, and rates of retention are highest in the lowest income quartile; Hauser, Frederick, & Andrew (2007) reported that as much as 10% of low-income first graders are held back. High rates of retention for low-income students are problematic because, particularly in the absence of strong tutoring programs to remediate low achievers, grade retention leaves students further behind rather than helping them catch up (Heubert & Hauser, 1999). By improving family-school social capital, FAST may help reduce retention rates for low-income children.

Data

Over 3,000 children in 52 schools participated in a cluster-randomized trial in which schools were randomly assigned to participate in the FAST program or to serve as controls. Data on grade retention and demographic characteristics were obtained from school records. Students were followed to the year after the FAST intervention as long as they remained in the district, whether or not they changed schools. Retention and demographic data were obtained for over 80% of the original sample.

Methods

Multilevel logistic regression models were estimated to test the effects of FAST on retention. Models included school-level interactions of FAST by city and multilevel interactions of FAST by whether or not students received free or reduced-price lunch. Although free lunch eligibility is a crude indicator of family background, it corresponds with low income status which previous research has shown to be associated with retention. Additional controls for gender and ethnicity were also included.

Results

The results showed significant differences between cities in FAST effects on retention: in San Antonio, rates of retention were significantly higher in FAST than in control schools, but in Phoenix, rates of retention were significantly lower. However in both cities, retention rates among students on free and reduced-price lunch were lower in FAST than in control schools.

Significance

Latinos are the fastest-growing minority group in the U.S., and high rates of high school dropout are a particular concern for Latino students. Being overage for grade is one of the strongest predictors of high school dropout, so the need to reduce dropout rates in districts with high proportions of Latino students takes on special urgency. This study suggests that a
parent involvement program that strengthens relations between parents and children, among parents, and between families and schools has the potential to reduce retention rates, particularly for low-income students. However, between-city differences indicate the pattern is not inevitable. Qualitative data from interviews and focus groups will be explored to shed further light on the differences between cities.

Authors

• Adam Gamoran, University of Wisconsin - Madison

• Alyn M. Turner, University of Wisconsin - Madison

• Megan Shoji, University of Wisconsin - Madison