Exploring the Association Between Grade Retention and Dropout: A Longitudinal Study Examining Socio-Emotional, Behavioral, and Achievement Characteristics of Retained Students

By S. Jimerson, Phillip Ferguson, Angela D. Whipple, Gabrielle E. Anderson, M. J. Dalton. 2002

107 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c66469aceb518342531c6e73a1e69cf9c5f6deb7

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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Anne Lessard
2. Lynn Butler-Kisber
3. Laurier Fortin
4. P. Potvin
5. D. Marcotte
6. É. Royer
7. Marisa Hidalgo-Hidalgo
8. J. I. García-Pérez

Citations in the corpus

• Shades of disengagement: high school dropouts speak out (2008, methodology): “Jimerson et al. (2002) suggested that using qualitative methods to study the dropout process from the dropout’s perspective may yield a more thorough understanding of this phenomenon.”
• Parental perspectives of the role of school factors in school refusal (2014, unknown): “However, recent studies have shown large school and class sizes to be related to higher absence rates (Knollmann et al. 2010; Rumberger and Thomas 2000; Jimerson et al. 2002).”
• Does Grade Retention Affect Achievement? Some Evidence from PISA (2011, methodology): “yNR y(1)R = ( X X(1)) NR+ ( NR R) X(1) [ e;NR (z ) 1 (z ) + e;R (z ) (z ) ]: (12)”