Abstract
The paper extends the literature on grade repetition in Brazil by (a) describing and synthesizing the main research findings and contributions since 1940, (b) enlarging the understanding of the inequity mechanism in education, and (c) providing new findings on the effects of the school socioeconomic composition and school proportion of repeaters on the individual probability of grade repetition. Based on the analyses of empirical distributions and multilevel logistic modelling of PISA 2012 data, the findings indicate that higher student socioeconomic status is associated with lower probability of repetition, there is a cumulative risk of repetition after an early repetition, the school socioeconomic composition is strongly correlated with the school proportion of repeaters, and both are related to the individual probability of repetition. The results suggest the existence of a pattern that cumulatively reinforces the effects of social disadvantage, in which the school plays a central role.
Highlights
Grade repetition is the practice of requiring a student who has been in a given grade level for a school year to continue at that level for another year
We demonstrated the association between the students’ socioeconomic status and the probability of grade repetition, that there is a cumulative risk of future repetition after an early repetition
All of these results are associated with one another and suggest a pattern that reinforces the cumulative effects of social disadvantage
Summary
Grade repetition is the practice of requiring a student who has been in a given grade level for a school year to continue at that level for another year. Descriptive analyses of the SAEB data showed a considerable percentage of 4th grade students who reported that they had already repeated one or more times over their very short schooling trajectory.
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