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 review, several topics are discussed. These include: (1) students' developmental readiness; (2) the use of grade retention as opposed to transitional classes; (3) pre-first grade transitional classes; and (4) the pre-first grade curriculum. In the study, students' affective and cognitive skills were assessed by means of questionnaires distributed to parents of pre-first grade transitional students and first grade students who had been in pre-first grade the previous year. Questionnaires were also distributed to teachers of first, second, and third graders who had previously been in pre-first grade. Parents overwhelmingly expressed satisfaction with their child's progress and self-confidence. Teachers of first and second graders rated the former pre-first grade students high in academic placement in their class; high in reading group placement; and high in self-confidence. An appendix contains the five questionnaires. A bibliography of 28 items is provided. (BC)