Despite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

中文翻译：

---

澳大利亚昆士兰州早期教育中的留级和男孩被重复的风险

尽管许多研究（Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011）表明留级对学生几乎没有好处，但它仍然被用作解决学生问题的早期干预实践' 上学准备程度低或早期学业失败。该研究通过借鉴和分析昆士兰州教育部教育和培训部关于留级的最新数据，为澳大利亚学校留级的循证研究做出了贡献。用于分析数据的描述性统计和相对风险比发现，在昆士兰州立学校的第一年“预科”中，5 岁的男孩在留级中的比例过高。