TY - JOUR
AB - We begin this issue with two papers employing different methods and different time frames to examine the effects of retaining students in a grade. Working with detailed transcript data for students in the seventh grade class in Fall River, Massachusetts, in 1980-1981, Roderick uses discrete-time event history analysis to estimate the logit-hazard of dropping out at ages 16 to 19. She finds that students overage for grade at the end of sixth grade experienced substantial disengagement during the middle school years, with nearly one quarter dropping out. There were significant declines in attendance for those who remained. Gottfredson, Fink, and Graham explore the causal nature of the relationships between grade retention and later adolescent behavior problems such as delin­ quency, drug use, and dropping out. Using multiple regression to examine the impact of retention in a sample of sixth and seventh grade students in two urban middle schools, they find that although the retained students scored in the more negative direction on all measures taken prior to the retention decision, these differences were diminished 11 months after the retention decision. They con­ clude that retention reduced rebellious behavior in school and increased attach­ ment to school. Scruggs and Mastropieri 
TI - Editorial Statement: 
JF - American Educational Research Journal
DO - 10.3102/00028312031004000A
DA - 2016-06-24
UR - https://www.deepdyve.com/lp/sage/editorial-statement-nzD0R3BSq2
SP - NP
EP - NP
VL - 31
IS - 4
DP - DeepDyve
ER -