Grade retention is defined by research as the practice of not promoting students to the next grade level and is usually used as a strategy to strengthen academic performance. Educational experts, as well as others recognize the importance of early school experiences on later educational outcomes. Grade retention can have both short and long-term effects on academic outcomes. This study focused on the long-term effects by examining the relationship between first grade retention, extracurricular activity participation, and high school dropout for a sample of at-risk youth. The study used longitudinal data from a larger study, consisting of 692 files from low-income, single parent families over time, from 1989-1990 to 1996-1997 evaluating the impact of welfare reform on educational experiences for children in 1 urban school district in southeastern United States. The findings support previous research showing the connection between early school experiences and long-term outcomes. These findings suggest that experiences throughout school are connected. First grade retention is only one of the first of a multitude of experiences and circumstances that affect high school outcomes. Study limitations are presented and discussed. However, despite study limitations, it was noted that the study makes unique contributions to the retention debate and may be an important factor in contributing to a negative academic trajectory. References