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This prospective longitudinal study followed a sample of 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. These educational outcomes were contrasted among four groups consisting of: 1) early grade retainees; 2) transitionally placed retained students; 3) students recommended for transitional placement, but promoted; and 4) regularly promoted students. While previous studies examining the efficacy of early grade retention focus exclusively on between-group comparisons, this study examines the family and individual characteristics of successful and unsuccessful retained students by including both between-group and within-group effects on academic and behavioral outcomes. The results of this study demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education, parental value of education, kindergarten personal-social functioning, and chronological age are distinctly associated with subsequent academic or behavioral outcomes. Variables associated with relative educational success following early failure are delineated and research implications are discussed. © 2001 John Wiley & Sons, Inc.

This study investigates the outcomes from a transitional first-grade school readiness program (SRP). SRP-placed and nonplaced SRP-recommended students advanced directly into first-grade samples were equated on sex, chronological age at entrance to kindergarten, Gesell School Readiness Test scores, and a developmental delay statistic. The role of teacher-rated student social, problematic, behavioral, motivation, success, self-esteem, classroom participation, and engagement domains, as well as selected demographic background variables, were examined along with standardized achievement outcomes. Referral and placement rate profiles support educational services of special education, remedial reading, Chapter 1, social skills, and counseling services across the two samples. Parent surveys examined the role of parental level of education, attitudes, and other contextual factors. Controlled analyses note nonsignificant academic outcome differences between SRP-placed and controlled nonplaced samples. Students recommended for SRP placement yet not placed did not exhibit significant second-grade differences compared with the year-older SRP-placed students across achievement, related services, parental factors, or teacher rating outcomes.