The relationship between average student achievement and nonpromotion rate : a path analysis model for North Carolina elementary schools

This research examines the relationship among initial elementary school achievement, nonpromotion, and subsequent academic achievement. School-wide achievement means and retention rates were examined for first-, second-, and third-grade classes across North Carolina. In addition, the factors of race, socioeconomic status, and intelligence were examined as correlates of achievement means and nonpromotion rates and their linear effects were controlled in the analysis. This research analyzes the effects of differing rates of nonpromotion upon classes of children in several grades rather than the effects upon individual children who are either promoted or retained. A review of previous research was conducted and these findings were compiled into an hypothesized path-analysis model. This model proposed a relationship among several variables, indicated causal links, and arranged them in temporal order