The purpose of this paper is to present different aspects of the effects of grade retention on students and to consider what is best for the total development of the child. Studies show that grade retention does not ensure significant gains in achievement. However, studies seem to be less conclusive regarding retention due to the immaturity of students. Teachers and parents appear to favor nonpromotion when necessary because it improves their children's school adjustment. Despite the findings of some studies, teachers and parents do not believe nonpromotion harms children's self-concept. Research also supports this view. The threat of nonpromotion is not a motivating force for students. Nor does retention increase more homogeneous groupings of children in classrooms. Studies indicate that classroom conduct and socioeconomic status affects the decision of nonpromotion of students. Because of the complexity of the issue, rational decision-making scales are being developed to assist those determining the child's advancement. Also, alternatives to nonpromotion such as half-step promotion, readiness classes, non-graded programs, and individualized instruction are being implemented. When the decision not to promote a child is made, support from parents, teacher and principal is needed, the child should be assured that he or she has not failed, and the student should be provided a different teacher during the repeated year. (Author/RH)