TY  - JOUR
A1  - Gronostaj, Anna
A1  - Vock, Miriam
A1  - Pant, Hans Anand
T1  - Skip a grade, learn more? Estimating the effects of grade skipping on
JF  - Learning and individual differences
N2  - Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey, 1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specific form of acceleration, have been supportive with respect to academic outcomes but have primarily been derived from U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of more than 40,000 students from five studies originally conducted to assess their skills in native and foreign languages in the context of the national educational standards in Germany. We identified 471 grade skippers and used propensity score matching on potential confounding variables (e.g., intelligence, gender, parental background) to construct comparable control groups. Two different comparison groups were realized (same-grade and same age groups). The findings showed that grade skippers performed (at least) as well on standardized tests as their older classmates who were matched on all covariates (same-grade comparison) and outperformed their same-aged peers who were matched on all covariates in most of the language skills that were assessed. Practical and methodological implications are also discussed. (C) 2016 Elsevier Inc. All rights reserved.
KW  - Grade skipping
KW  - Acceleration
KW  - Academic achievement
KW  - Propensity score matching
Y1  - 2016
U6  - https://doi.org/10.1016/j.lindif.2016.05.022
SN  - 1041-6080
SN  - 1873-3425
VL  - 49
SP  - 278
EP  - 286
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Kretschmann, Julia
A1  - Vock, Miriam
A1  - Luedtke, Oliver
A1  - Gronostaj, Anna
T1  - psychosocial development after early acceleration
JF  - Contemporary educational psychology
N2  - Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students’ social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students’ school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3 years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions.
KW  - Grade skipping
KW  - Psychosocial development
KW  - Propensity score matching
KW  - Acceleration
KW  - Moderation analysis
Y1  - 2016
U6  - https://doi.org/10.1016/j.cedpsych.2016.06.001
SN  - 0361-476X
SN  - 1090-2384
VL  - 46
SP  - 195
EP  - 207
PB  - Elsevier
CY  - San Diego
ER  -