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Cited by

• 1992Doing harm by doing good: latrogenic effects of early childhood enrollment and promotion policies103 cited
• 2010Holding back and holding behind: Grade retention and students’ non‐academic and academic outcomes94 cited
• 2006Assessment for Learning: Reconsidering Portfolios and Research Evidence86 cited
• 2006Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes83 cited
• 2003The effects of state policies, individual characteristics, family characteristics, and neighbourhood characteristics on grade repetition in the United States64 cited
• 2007Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development64 cited
• 2001Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students59 cited
• 1999Variables Contributing to Grade Retention Among African American Adolescent Males54 cited
• 1992Relationship of School Entrance Age to Academic and Social Performance51 cited
• 1992Grade Retention Rates among Students with Learning Disabilities50 cited
• 1996Effects of Literacy Environment on Literacy Development of Kindergarten Children33 cited
• 2019Building best practices for fashion design pedagogy: meaning, preparation, and impact8 cited
• 2000Transforming Urban Public Schools: The Role of Standards and Accountability.