Educational research has found few benefits of preprimary school nonpromotion; nevertheless, in many countries the practice remains quite common. The aim of this study is to extend knowledge regarding preprimary nonpromotion via investigation of a wide set of child and family characteristics deemed predictive and discriminative of different postkindergarten nonpromotion alternatives in Flanders, Belgium. The study participants were 3,633 children (3,375 were promoted to first grade, 138 repeated kindergarten, 71 transferred to special education, 49 attended a transition room). Child preacademic scores and psychosocial functioning were relatively strong predictors for promotion versus nonpromotion. Child and family demographic characteristics were more decisive regarding the choice between retention, special education, and a transition program. The study raises questions about nonpromotion practices in terms of selectivity mechanisms, prevention, and educational alternatives.
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