The effects of year repetition (redoublement) on the progress of pupils in the first three years of French schooling
نویسنده
چکیده
In the French educational system, difficulties which occur in the first years of primary school are perceived to be rarely overcome and to have a negative effect on the child’s future achievement at school. It is therefore important to attempt to identify precursors of failure in the first years of elementary education, both individual ones and contextual ones at the school level. The present study uses a panel of pupils followed for the first two years of compulsory schooling.
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