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Predictors and effects of grade repetition in Spain

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dc.contributor.author	Choi, Álvaro
dc.contributor.author	Gil Izquierdo, María
dc.contributor.author	Mediavilla Bordalejo, Mauro
dc.contributor.author	Valbuena, Javier
dc.date.accessioned	2018-04-19T15:01:46Z
dc.date.available	2018-04-19T15:01:46Z
dc.date.issued	2018
dc.identifier.citation	Choi, Álvaro Gil Izquierdo, María Mediavilla Bordalejo, Mauro Valbuena, Javier 2018 Predictors and effects of grade repetition in Spain Revista de Economia Mundial 48 21 42
dc.identifier.uri	http://hdl.handle.net/10550/65809
dc.description.abstract	Empirical evidence mostly describes the negative effects of grade repetition on academic performance. Nevertheless, the international use of this educational policy is still widespread. In this study, drawing on data for the Spanish case, we provide additional evidence on the need to consider different policies to grade repetition in order to enhance the achievement of low-performers. These alternative policies should be based on two main principles: individualized treatment and early intervention. Results have been achieved from the application of a novel methodology which allows to combine microdata from two international educational assessments.
dc.language.iso	eng
dc.relation.ispartof	Revista de Economia Mundial, 2018, vol. 48, p. 21-42
dc.subject	Educació Experiències
dc.title	Predictors and effects of grade repetition in Spain
dc.type	journal article	es_ES
dc.date.updated	2018-04-19T15:01:46Z
dc.identifier.idgrec	122580
dc.rights.accessRights	open access	es_ES