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The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.

Promotion (School) --- Grade repetition --- Grade retention --- Holding back (Education) --- Non-promotion (School) --- Repeating grades --- Repetition, Grade --- Retention of students (Holding students back in grade) --- Student retention (Holding students back in grade) --- Promotion in school --- School promotion --- Student promotion --- Slow learning children --- Underachievers --- Grading and marking (Students)

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Grade repetition --- School failure --- Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Academic failure --- Failure, School --- Scholastic failure --- Failure (Psychology) --- Low-performing schools --- Grade retention --- Holding back (Education) --- Non-promotion (School) --- Repeating grades --- Repetition, Grade --- Retention of students (Holding students back in grade) --- Student retention (Holding students back in grade) --- Promotion (School) --- Slow learning children --- Underachievers --- Parent participation