This book uniquely combines three controversial topics: homogeneous grouping of students by ability, tracking into specific courses, and student retention in grades. The editors present research syntheses from various scholars, offering diverse perspectives on these issues to stimulate critical discussions in education.

Preface, Introduction and Overview, Herbert J. Walberg. Dropout in Relation to Grade Retention: An Accounting of the Beginning School Study, Karl L. Alexander, Doris R. Entwisle, Susan L. Dauber, and nader Kabbani, Grade Retention and School Dropout: Another Look at the Evidence. Judy A. Temple, Arthur J. Reynolds, and Suh-Ruu Ou. Is Grade Retention Educational Malpractice? Empirical Evidence from Meta-Analyses Examining the Efficacy of Grade Retention, Shane R. Jimerson. Race-ethnicity, Social Background, and Grade Retention, Robert M. Hauser, Devah I. Pager, and Solon J. Simmons. Race Effects on Ability Group Outcomes, Maureen T. Hallinan. Classroom Organization and Instructional Quality, Adam Gamoran. Grouping, Tracking, and De-tracking: Conclusions from Experimental, Correlational, and Ethnographic Research, James A. Kulik. Understanding Research on the Consequences of Retention, Lorrie A. Shepard. Recommendations, Herbert J. Walberg. About the Contributors.