This study explores the causal nature of the well established association between grade retention and later adolescent problem behaviors including delinquency, drug use, and dropout. It uses multiple regression to examine retention effects on theoretical variables which might link retention to problem behavior in a sample of mostly African-American sixth and seventh graders intivo urban middle schools. The study compares the retained (n = 197) to the promoted (n = 204) students on measures of the theoretical intervening variables 11 months after retention. The retained students scored in the more negative direction on all measures taken prior to the retention decision, but these differences were diminished 11 months after the retention decision. Regression analyses imply that retention reduced rebellious behavior in school and increased attachment to school. These effects were small but statistically significant. No evidence of negative effects of grade retention was found on the theoretical predictors of problem behavior examined in this study.
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