The Early Identification of Risk for Grade Retention Among African American Children at Risk for School Difficulty

This study examined risk factors that might assist in the early identification of children likely to experience school-related problems that lead to grade retention in a low-income sample of 220 African American children followed longitudinally. The hypothesis investigated was that risk associated with maternal smoking and alcohol use during pregnancy, small size for gestational age at birth, and preterm birth would be mediated through child cognitive and social readiness for school as indexed by measures of IQ and externalizing behavior at age 5. Measures of maternal receptive vocabulary and the home environment as well as type of day care enrollment prior to kindergarten were included as covariates. Contrary to hypothesized mediation, findings indicated that small size at birth, inadequate developmental stimulation in the home, low IQ (£ 75), high externalizing behavior, and enrollment in private or church center-based day care were independently associated with increased risk for grade retention. Children with low IQ facing an additional risk were more likely to be retained than were children at risk due to low IQ only, while care at home prior to kindergarten was associated with lower risk for retention. Overall findings indicate relative accuracy of identification among children at high risk prior to school entry. Prevention targeting social and emotional as well as cognitive aspects of the school adjustment process may prove to be an efficient way of targeting some proportion of prevention resources.