Beliefs about retention in kindergarten through grade 7 of 135 regular, special education, and special area elementary school teachers were studied through questionnaires and interviews. Teachers often believe that retention is appropriate in some circumstances, but teacher beliefs about retention are complex. (SLD)

The purpose of this study was to survey the affective and cognitive progress of three classes of pre-first grade transitional students. An introduction discusses the issue of social promotion, or the promotion of a student regardless of the student's degree of mastery of the previous level, as opposed to grade retention. In an extensive literature…