A longitudinal study of grade retention: Academic and behavioral outcomes of retained students through adolescence.

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Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “…sufficient credit hours, students are less likely to graduate (Neild & Balfanz, 2006) and failure to accrue necessary credit hours may lead to grade retention, which significantly raises the odds that a student will drop out of high school (Jimerson & Ferguson, 2007; Reschly & Christenson, 2006a).”
School Crime Control and Prevention (2010, background): “In response to high-stakes accountability programs (including No Child Left Behind), many school systems have ended social promotion for students who fail endof-grade tests, thus increasing the number of old-for-grade students ( Jimerson and Ferguson 2007).”
Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “Jimerson and Ferguson’s (2007) longitudinal study showed that, for example, grade retention in early grades was associated with an increase in aggressive behaviors by grade 8.”