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Indigenous Students’ Increasing Risk of Grade Repetition in Early Schooling

Published online by Cambridge University Press:  22 January 2013

Robyn Anderson
Robyn Anderson*
Affiliation:
James Cook University, Australia
*
address for correspondence: Robyn Anderson, JCU Singapore, 600 Upper Thomson Road, 574421, Singapore. Email: robyn.anderson@jcu.edu.au
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Abstract

The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students are more at risk of being repeated in the preschool/Prep year. These groups include boys and until recently, non-Indigenous students. However, the most recent data collected in 2009 shows that Indigenous students are more at risk of being repeated in all early years of schooling. As grade repetition has been shown to have limited value, it remains a concern that this intervention practice continues to be offered to students, and in particular Indigenous students, who may already be educationally disadvantaged. While grade repetition rates are low in Queensland state schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools.

Keywords

Indigenous studentsgrade repetitionearly interventionearly childhood educationPreparatory
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 41 , Issue 2 , December 2012 , pp. 196 - 207
Copyright
Copyright © The Authors 2013

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