Grade Retention among Immigrant Children

Tillman, Kathryn Harker; Guo, Guang; & Harris, Kathleen Mullan. (2006). Grade Retention among Immigrant Children. Social Science Research, 35(1), 129-56.

Tillman, Kathryn Harker; Guo, Guang; & Harris, Kathleen Mullan. (2006). Grade Retention among Immigrant Children. Social Science Research, 35(1), 129-56.

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This paper examines the effects of immigrant status upon grade retention among children in the United States. Using data from the Panel Study of Income Dynamics and the National Longitudinal Study of Adolescent Health, we apply survival techniques to describe patterns of retention by immigrant status and event history analysis to model the process of retention over time. Little difference exists between children of different immigrant status in terms of overall retention. However, immigrants of first generation status are at risk of retention for a greater portion of their school careers than are non-immigrants. Furthermore, children of the first generation, especially males, are less likely to experience retention than non-immigrants of similar demographic, family background, and school-related characteristics.


Life Course Perspectives
Population Movement, Diversity, Inequality


JOUR



Tillman, Kathryn Harker
Guo, Guang
Harris, Kathleen Mullan



2006


Social Science Research

35

1

129-56










2327

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