Children's Progress through School: A Research Note.

摘要: This article investigates the likelihood that a child is enrolled below grade modalfor his or her age. The research exploratory and demographic but unique in its choice of dependent variable, focus on ethnic differences (particularly between Hispanics non-Hispanics), attention paid to family compositional variation school progress. Socioeconomic and, much lesser extent, among Hispanic, black, white children large part explain higher rates retention minority children. One strong effect factors occurs for Hispanic children: Children single-parent families are more likely be mode than living with both parents.