Two alternatives to retention in grade for secondary school students were evaluated in Austin (Texas). Both were designed to allow students who are potential retainees (PRs) to receive remediation in one semester. The Transitional Academic Program (TAP) allows PRs to enroll in ninth-grade courses while repeating eighth-grade courses they had failed; focus is on skills not mastered the first time. The Academic Incentive Program (AIP) is a program of intense remediation in basic subject areas for PRs in junior high and middle schools. The AIP, compared to the TAP, is for students whose attainment is farther below grade levels. Outcome measures evaluated include: students' attitudes; promotion rates; attendance; achievement; academic credits and grades; and dropout rates. PRs were compared to those retained in grade 8. The TAP served 148, 127, 144, and 75 students in the fall 1986 through spring 1988 semesters; the AIP served 28, 104, and 310 students in the fall 1986 through fall 1987 semesters. There were 160 retainees in the 1986-87 school year. AIP students and full-year retainees did better than did TAP participants. AIP students did better in dropout rates and grade point average (GPA), and retainees did better in dropout rate, GPA, and number of failing grades. TAP students earned slightly more credits toward graduation. Contrary to expectations, full-year retainees had lower dropout rates and better academic progress than did students in either transitional program. Staying in the same school may help performance; TAP students attended three schools in three semesters. Moving to high school at the start of a year may also be better than moving after one semester. Thirteen data tables and two bar graphs support the text. (SLD)