Table 1.

Checks on the Success of Variable Many to One Matching. Continuous Variables: F-tests from Analyses of Variance

Variable	Main effect of retention (F, df = 1,251)	Retention × Quintile Strata (F, df = 4,251)
Behavioral Adjustment
Externalizing behaviors
Teacher-reported Hyperactivity	0.05	0.07
Teacher-reported Conduct Problems	0.35	0.53
Peer-reported Hyperactivity	0.14	1.38
Peer-reported Conduct Problems	0.05	2.08
Internalizing behaviors
Teacher-reported Emotional Problems	0.55	1.86
Peer-reported Sad/Withdrawn	2.56	0.55
Engagement
Teacher-reported Behavioral Engagement	0.01	0.82
Child-reported School Belonging	1.47	0.18
Child-reported Academic Self Efficacy	0.01	0.05
Social Acceptance
Peer-reported Liking	1.30	0.29
Other measures
Child Age	0.08	0.64
Child IQ	0.01	1.07
Parent Highest Level of Education	0.85	0.93
Parent Highest Level of Employment	0.87	0.39
Child Woodcock Johnson Math W score	0.20	2.68*
Child Woodcock Johnson Reading W score	1.05	1.34

Note.

^*p < .05. Tables 1 and 2 report the 40 tests for the 20 important variables, of which 3 were statistically significant across both tables. Two of the total number of tests would be expected to be significant by chance. Source: Wu, W., West, S. G., & Hughes, J. N. (2010). Effect of grade retention in first grade on psychosocial outcomes. Journal of Educational Psychology, 102, p.144.