Parenting and Child Behavior Predictors of Retention in Grades K, 1, and 2

This longitudinal study tested the hypothesis that maternal characteristics and maternal behavior with a child during infancy predicts the child's grade retention during the early elementary school years. In addition, teachers' ratings of the behaviors of children who are promoted or retained were analyzed to determine whether differences exist in social and emotional adjustment, as well as academic competence. The initial sample consisted of 321 low-income mothers of healthy infants, follow-ups at kindergarten entry were completed on 237 mothers and data on school retention during the first three years of school were completed on 209 children. Data were collected on mothers' characteristics and behaviors toward the infant during the third trimester of pregnancy and at four and twelve months postnatally; data were also collected on child grade retention or promotion and teachers' ratings of child academic competence and social adjustment. Factor analyses and analyses of variance revealed that maternal interactions with the infant predicts grade retention during the early school years. Moreover, mothers of children retained during the early school years were rated as lower on interactions with their infants at twelve than at four months. It was also found that teachers' ratings of child academic competence are significantly related to grade retention or promotion. (BB)