This executive position paper (EPP) studies the influence of one Maryland public school system's implementation of a revised grading, promotion, and retention policy and the accompanying professional development to decrease the number of students proposed for retention in the same elementary grade following decades of a policy lacking procedures to reduce the number of students retained in the elementary school grades. Changes in the procedures for retaining students in the elementary school grades are based on current literature about the negative impact of retention and its effect on graduation rates, future career earnings, and disciplinary issues for retained students. The policy was accompanied by specific professional development focused on the research surrounding the ill effects of retention on students who are male, live in poverty, and are raised in a one parent/adult home. Educational leaders' survey results following the professional development, implementation of the policy and procedures, and the proposed number of students for retention for the first year following the training are included. [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.]