Grade repetition in Secondary Education in an organizational perspective
DOI:
https://doi.org/10.23824/ase.v0i38.772Downloads
Abstract
With the entry into force of the LOMLOE, new legislation has been approved to regulate the promotion and evaluation of students in Secondary Education in Spain, introducing important changes in the criteria for repetition. In this paper, we present the most important findings of the academic literature in terms of non-promotion, highlighting the empirical evidence and alternatives, as well as aspects related to school management. In addition, the present study has been carried out by means of an open questionnaire to directors of Secondary Education centers in a community and by conducting semi-structured interviews with inspectors of the Department of Education, in order to evaluate the status and effects of school repetition in the region on the student body. The qualitative results obtained show a gradual withdrawal of this measure by the schools, mainly due to the change in legislation and mentality, now more oriented towards competency-based education.
References
Agarwal, U.A. (2019), "Qualitative Interviewing", Subudhi, R.N. and Mishra, S. (Ed.) Methodological Issues in Management Research: Advances, Challenges, and the Way Ahead, Emerald Publishing Limited, Bingley, pp. 79-91. https://doi.org/10.1108/978-1-78973-973-220191006
Aristimuño, A., & Parodi, J. P. (2017). Un Caso Real de Combate al Fracaso en la Educación Pública: Una Cuestión de Acompañamiento, Liderazgo y Cultura Organizacional. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 15(4), 141-157. https://doi.org/10.15366/reice2017.15.4.008
Arroyo, D., Constante, I. A., & Asensio, I. (2019). La repetición de curso a debate: Un estudio empírico a partir de PISA 2015. Educación XXI, 22(2), 69-92. https://doi.org/10.5944/educXX1.22479
Battisttin, E., & Schizzerotto, A. (2019). Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy. Empirical Economics, 56, 651-678. https://doi.org/10.1007/s00181-018-1443-6
Bolívar, A. (2019). Una dirección escolar con capacidad de liderazgo pedagógico. La Muralla.
Cantero, N., & Pantoja, A. (2018). Los retos de la dirección escolar en los centros comunidades de aprendizaje de Andalucía. Revista Española de Orientación y Psicopedagogía, 29(3), 61-78.
Choi, Á., Gil, M., Mediavilla, M., & Valbuena, J. (2018). Predictors and Effects of Grade Repetition. Revista de Economía Mundial, 48, 21-42.
Fernández Lasarte, O., Goñi, E., Camino, I., & Ramos, E. (2019). Apoyo social percibido e implicación escolar del alumnado de educación secundaria. Revista Española de Pedagogía, 77(272), 123-141. https://doi.org/10.22550/REP77-1-2019-06
Fernández Lasarte, O., Ramos, E., Goñi, E., & Rodríguez, A. (2020). The role of social support in school adjustment during Secondary Education. Psicothema, 32(1), 100-107. https://doi.org/10.7334/psicothema2019.125
Gary-Bobo, R., Goussé, M., & Robin, J. (2016). Grade retention and unobserved heterogeneity. Quantitative Economics, 7(3), 781-820. https://doi.org/10.3982/QE524
Goos, M., Van Damme, J., Onghena, P., Petry, K., & De Bilde, J. (2013). First-grade retention in the Flemish educational context: Effects on children's academic growth, psychosocial growth and school career throughout primary education. Journal of School Psychology, 51(3), 323-347. https://doi.org/10.1016/j.jsp.2013.03.002
Jimerson, S. R. (2001). Meta-analysis of Grade Retention Research: Implications for Practice in the 21st Century. School Psychology Review, 30(3), 420-437. https://doi.org/10.1080/02796015.2001.12086124
Klapproth, F., & Schaltz, P. (2015). Who is retained in school, and when? Survival analysis of predictors of grade retention in Luxembourgish secondary school. European Journal of Psychology of Education, 30, 119–136. https://doi.org/10.1007/s10212-014-0232-7
Klapproth, F., Schaltz, P., Brunner, M., Keller, U., Fischbach, A., Ugen, S., & Martin, R. (2016). Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables. Learning and Individual Differences, 50, 182-194. https://doi.org/10.1016/j.lindif.2016.08.014
Luna, P. (2018). Desincentivar las repeticiones de curso. El asesoramiento de la inspección educativa sobre las decisiones de promoción del alumnado. Avances en supervisión educativa, 30, 1-15. https://doi.org/10.23824/ase.v0i30.631
Lundahl, L. (2016). Equality, inclusion and marketization of Nordic education: Introductory notes. Research in Comparative & International Education, 11(1), 3-12. https://doi.org/10.1177/1745499916631059
Mathys, C., Véronneau, M., & Lecocq, A. (2019). Grade retention at the transition to secondary school: Using propensity score matching to identify consequences on psychosocial adjustment. Journal of Early Adolescence, 39(1), 97-133. https://doi.org/10.1177/0272431617735651
McDool, E. (2019). Ability Grouping and Children’s Non-Cognitive Outcomes. Applied Economics, 52(28), 3035-3054. https://doi.org/10.1080/00036846.2019.1705239
OECD. (2020). PISA 2018 Results (Volume V): Effective Policies, Succesful Schools. PISA, OECD Publishing, Paris. https://doi.org/10.1787/ca768d40-en.
Ritacco, M. (2019). El modelo español de dirección escolar y sus implicaciones en el desarrollo del liderazgo pedagógico en Andalucía. Un estudio cualitativo. Educatio Siglo XXI, 37(1), 147-164. https://doi.org/10.6018/educatio.363441
Romero, C. (2021). Liderazgo directivo en escuelas que superan las barreras del contexto. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(1), 73-90. https://doi.org/10.15366/reice2021.19.1.005
Segura, J., Gairín, J., & Silvia, P. (2021). Implicaciones de la inspección educativa en Cataluña en el proceso de autonomía de centros. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(1), 53-72. https://doi.org/10.15366/reice2021.19.1.004
Valbuena, J., Mediavilla, M., Choi, Á., & Gil, M. (2021). Effectos of grade retention policies: A literature review of empirical studies applying causal inference . Journal of Economic Surveys, 35(2), 408–451. https://doi.org/10.1111/joes.12406
Van Canegem, T., Van Houtte, M., & Demanet, J. (2021). Garde retention and academic self-concept: A multilevel analysis of the effects of schools' retention composition . British Educational Research Journal, 47(5), 1340-1360. https://doi.org/ 10.1002/berj.3729
How to Cite
Issue
Section
Published
Keywords:
License
Attribution Share-Alike CC BY-SA
Those authors who have publications with this magazine, accept the following terms:
A) The authors will retain their copyrights, which will be simultaneously subject to the Creative Commons Attribution License that allows others to re-mix, modify and develop on your work even for commercial purposes, provided they credit you And to license their new works under the same terms.
B) The authors will retain the rights of exploitation of the intellectual property of this work, and especially the rights of reproduction, distribution, transformation in any of its modalities and public communication of said work, which will be simultaneously subject to the License Of recognition of Creative Commons that allows others to re-mix, modify and develop on your work even for commercial purposes, provided they credit you and license your new works under the same terms.
Creative Commons Attribution-ShareAlike 4.0 International Public License
