<Li> Studies which randomly assign a large pool of borderline students to promotion or retention . This style of research is methodologically sound and, if performed on a sufficiently large scale and with sufficiently detailed information collected, would provide valuable or even definitive information . However, schools and parents are unwilling to have a child's future affected by a random assignment, and so both due to institutional opposition and for ethical reasons these studies are simply not done . </Li> <P> Non-academic outcomes: Retention is associated with poor "social adjustment, attitudes toward school, behavioral outcomes, and attendance ." Retention is a "stronger predictor of delinquency than socioeconomic status, race, or ethnicity," and is also a strong predictor of drug and alcohol use and teenage pregnancy . (Study style #1 favors social promotion .) </P> <P> Australia uses grade retention, although in 2010, the New South Wales Department of Education and Training made a new policy of no student repeating at any school for various reasons . For example, as of 2010, students are not repeating Year 11 or Year 12 because of all the post-school services after they complete Year 12 such as TAFEs or universities . </P> <P> In New Zealand, secondary schools commonly use a system of internal academic streaming in which children of the same age are subdivided on the basis of ability, and lower achieving students (those who would be retained under the North American system) are taught in different classes, and at a different rate, from higher achieving students, but are kept within their own age group . This system has largely rendered grade retention unnecessary in all but the most exceptional circumstances . </P>

How many classes do u have to fail to get held back