Until transition classes were added to the general education curriculum in 1983-84, few alternative programs directly addressed student's developmental and remedial needs. The Nashville metropolitan schools' transition program, a welcome alternative to grade retention, provides, during the transition-1 (T-1) program, additional time for the maturation of children who are chronologically old enough but deemed unprepared for successful participation in the regular first-grade program. The transition-4 (T-4) program, first implemented in 1985-86, was designed for students who have not mastered the minimum skill requirements for grades 1 to 3; the adjusted curriculum ensures the expansion of each child's social, emotional, physical, and academic development. This document examines T-1 and T-4 student cohorts for the years 1985-86, 1986-87, and 1987-88. Three levels are noted of the California Achievement Test, administered in the regular systemwide testing program prior to changing to the Stanford Early Achievement Test (which was first administered to kindergarten students in 1986-87). Tabular evaluation data indicate that transition class participation improved student attendance and improved student academic achievement after 1 year--significantly diminishing the gap between regular and transition students. Analyses of transition student academic improvement showed solid gains often as high as 80-90 percent. Thirty-nine tables and 36 figures are included. (KM)