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This article presents a study of grade retention as it 'naturally' occurs, focusing on teachers' role in the process leading to retention or promotion for comparable peers. Achievement and IQ were measured prior to the retention decision. A total of 4248 second grade students initially participated in the study, of which 2.3% were retained. Eighty-three retained students were involved in the study, and matched with 83 low-achieving peers. Measures at the teacher's level included attitude towards the efficiency of retention, towards criteria that ought to be taken into account in the decision and general attribution of children's difficulties in school. Teacher decision-making shows internal consistency but seems biased when objective criteria are examined. The probability of a child being retained was substantially influenced by teachers' attitude towards the efficiency of retention as well as by their evaluations of developmental maturity, intellectual potential and their achievement expectancies in language.

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