The purpose of this study was to examine the influence of selected academic, demographic, and instructional program related factors on the retention rates of elementary school students. More specifically, this study was concerned with the relationship and predictability of the reading and mathematics variables scores, gender, ethnicity, program related factors of gifted and talented, type of education, SES and bilingual education, on the retention rates of third, fourth, and fifth grade elementary students. A combination of the Causal Comparative and Correlation research design was employed to collect and analyze the data. Forty-four thousand two hundred eighty-eight (44,288) elementary students participated in this empirical study. Moreover, the data were tested through the applications of Logistic Regression procedure. Among the conclusions: 1. Math and reading scores were reliable predictors of retention rates, 2. Reading scores were the highest predictor of the academic factor with regards to retention rates, 3. Of the demographic factors, ethnicity had the highest predictive powers with regards to retention rates. Based on the findings, it is recommended that school administrators develop and implement instructional strategies and intervention which will target students from all walks of life to ensure their success in school. In maintaining a sound and solid instructional program, school district officials can cultivate an environment which enhances the total pedagogical process for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]