A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement

Given the recent skyrocketing rates of grade retention and their adverse effects, better understanding is needed to identify intervention practices that ameliorate risk factors across school and family domains. This prospective, longitudinal study examines the relationship between material hardship, school engagement, and grade retention among at-risk elementary school children (N = 4329) from 410 public elementary schools in Louisiana. The study utilized multilevel logistic regressions with a two-level hierarchical structure to address the nesting effects of children within schools. Baron and Kenny's mediation analysis approach was used to identify the mediating effect of school engagement on the relationship between material hardship and grade retention. Results show that 42.34% of children in the sample repeated at least one grade over the four school years examined in this study. Material hardship was associated with a greater likelihood of grade retention, and this association was partially mediated by levels of school engagement. This study suggests that children in families experiencing material hardship need interventions not only for basic needs, but also for interventions that increase levels of engagement in school. Addressing material hardship and low levels of school engagement may have profound implications on school success. •High retention rates (42.34%) were found among at-risk elementary school children over the 4 years examined.•Material hardship was associated with a greater likelihood of grade retention.•Lack of school engagement partially mediated the association between material hardship and grade retention.•Addressing material hardship and low levels of school engagement may have profound implications on school success.