Jerissa de Bilde

First-grade retention in the Flemish educational context: Effects on children’s academic growth, psychosocial growth, and school career throughout primary education

This study examined the effects of first-grade retention on childrens academic growth, psychosocial growth, and future school career by following a cohort of first graders until the start of secondary school. The study took place in the Flemish educational context where primary school students are taught in uniform curricular year groups; the same curricular goals are set for all students, irrespective of ability; and grade retention is used as the main way to cater for students not reaching these goals. Propensity score stratification was used to deal with selection bias. Three-level curvilinear growth curve models, encompassing both grade and age comparisons, were used to model childrens growth in math skills, reading fluency skills, and psychosocial skills. Two-level logistic regression models were used to model childrens likelihood of repeating any grade between Grades 2 and 6, transitioning to a special education primary school, moving to another primary school, and transitioning to the A (versus B) track in secondary education. Overall, results showed that first-grade retention was less helpful for struggling students than generally thought by parents and educators. Limitations of the study and further research suggestions are provided, and practical implications are discussed.

Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade.

The current study examines the impact of alternative education on childrens early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The present study does not evidence a positive effect of alternative education on school engagement. In contrast, it was found that in alternative education children acted less independent compared to traditional schools. Furthermore, differential effects in terms of childrens socioeconomic status and initial language achievement are explored. In alternative schools, childrens initial level of language achievement tends to be less determinative for their school engagement compared to traditional schools.

Experiential Education in Kindergarten: Associations with School Adjustment and the Moderating Role of Initial Achievement.

Experiential education is a child-centered educational framework that is popular in Flemish kindergartens. In this study, the impact of five experiential practices (autonomy support, stimulation, emotional support, time for choice activities, and interest-based activities) and the moderating influence of initial achievement (language and arithmetic achievement) was examined. Data were collected on 2,360 kindergartners (139 classes), their parents, and their teachers. Hierarchical linear models examined the extent to which experiential practices and children’s background characteristics predicted several aspects of children’s school adjustment: language and arithmetic achievement, school enjoyment, and independent participation. Results indicated that not all experiential practices were related to optimal school adjustment; a stimulating teaching style was related to greater learning gains in academic achievement, but an autonomy-supportive teaching style was related to smaller learning gains in academic achievement, especially among low-achieving children.