• Julia Kretschmann
  • Miriam Vock
  • Oliver Lüdtke
Using German data, we examined the effects of one specific type of acceleration—grade skipping—on academic performance. Prior research on the effects of acceleration has suffered from methodological restrictions, especially due to a lack of appropriate comparison groups and a priori measurements. For this reason, propensity score matching was applied in this analysis to minimize selection bias due to observed confounding variables. Various types of matching were attempted, and, in consideration of balancing the covariates, full matching was the final choice. We used data from the Berlin ELEMENT Study, analyzing, after matching, the information of 81 students who had skipped a grade over the course of elementary school and up to 1,668 nonaccelerated students who attended the same grade level as the accelerated students. Measurements took place 3 times between the 4th and 6th grades, including the assessment of reading, spelling, and mathematics performance. After matching, the results of between-group comparisons regarding performance indices showed no significant effects of skipping a grade, other than a small positive effect found on spelling performance. Theoretical implications and methodological limitations are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Original languageEnglish
JournalJournal of Educational Psychology
Volume106
Issue number4
Pages (from-to)1080-1095
Number of pages16
ISSN0022-0663
DOIs
Publication statusPublished - 2014

ID: 451538