This paper suggests that since neither grade retention nor social promotion work, there must be an alternative between these two extremes. Successful efforts to end these practices should: identify student problems as early as possible; intervene as soon as problems are identified; design the extra help around each student's needs; and have strong quality controls and monitoring. Data are presented on: what is known about retention rates; variations in state promotion and retention policies; how retention and social promotion leave children behind; Texas' approach to supporting at-risk students; the importance of learning to read in preventing failure; keys to preventing failure; the effect of teacher quality; the need for extra time during the school year for targeted interventions; state policies on grade promotion and retention; one North Carolina county's efforts; the use of continual assessment to prevent failure; getting parents and communities involved; the impact of high quality summer school; what research says about the effects of retention; and the responsibility of schools to help all children succeed. (SM)