The Austin (Texas) Independent School District's (AISD) programs that were developed as alternatives to retention in grade for low-achieving students were studied. The AISD had 19 elementary transition classes (all-day classes, language arts, and language arts/mathematics) in 17 schools for 282 first and second graders in 1987-88. The Transitional Academic Program (TAP) was evaluated and compared with an Academic Incentive Program (AIP). The TAP is designed for retainees and potential retainees at the secondary level (primarily eighth graders) and allows them to enroll in ninth grade work while repeating eighth grade courses that they had failed. The TAP has served 494 students since its beginning in fall, 1986. Data were collected primarily by analysis of achievement gains on the Iowa Tests of Basic Skills; surveys of elementary school principals, seven TAP administrators, and 100 TAP students were also conducted. Grade point averages (GPAs), percentages of students passing all coursework, dropout rates, and the number of classes failed for TAP students compared unfavorably with those repeating the full year. Low achievers who took part in the transitional first grade and who were then placed in grade 2 showed the best overall achievement. Dropout rates were lower and GPAs were higher for AIP students than for TAP students. Transition classes were beneficial at grades 1 and 2, but secondary transitional students did not fare well (perhaps since TAP students change schools often). Twenty-eight graphs and data tables are included. (SLD)