Today's administrators must exercise caution in using student retention as a means of responding to changing social values and to the current media attention on declining standardized test scores. Recent reviews of hundreds of studies of student retention have concluded that some low achieving students do benefit from retention, but the majority of retained students show no consistent benefits from retention and score lower than promoted students in areas of academic achievement, personal adjustment, self-concept, attitude toward school, and attendance. Although research is still inconclusive, and alternatives to retention often exist, the works of L. Wayne Light and Laurence Lieberman identify factors principals can use to judge an individual retention candidate as well as to develop a model for a decision-making process for retention. The essentials of a model for retention must include: (1) a clearly written policy adopted by the local school board, (2) a decision-making procedure with stated time lines and position responsibilities, and (3) effective communication with parents and the school community on the policy and procedure. Appendix A provides a sample policy statement. Appendix B provides a sample retention worksheet for use by the principal. Fourteen references are appended. (IW)