Grade retention among immigrant children

This paper examines the effects of immigrant status upon grade retention among children in the United States. Using data from the Panel Study of Income Dynamics and the National Longitudinal Study of Adolescent Health, we apply survival techniques to describe patterns of retention by immigrant status and event history analysis to model the process of retention over time. Little difference exists between children of different immigrant status in terms of overall retention. However, immigrants of first generation status are at risk of retention for a greater portion of their school careers than are non-immigrants. Furthermore, children of the first generation, especially males, are less likely to experience retention than non-immigrants of similar demographic, family background, and school-related characteristics.