Grade-level retention is a common educational practice with the goal of improving academic performance, but the evidence of its influence is mixed. This study examines the academic effect of repeating kindergarten, first grade, second grade, or third grade on English Language Arts performance at the end of fourth grade. This study also examines experienced teachers' perceptions of grade-level retention on academic achievement. The findings revealed that grade level retention repeaters did not perform differently than continuously promoted students at the end of fourth grade, and the timing of grade-level retention did not yield a significant difference in English Language Arts performance. Experienced teachers perceived early grade level retention as successful in preventing future academic failure. The results of this study did not provide evidence that grade-level retention was an effective academic intervention for struggling students, and teachers' perceptions of grade-level retention were not congruent with student performance after repeating a grade. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]