The practice of grade retention has been heavily debated in the history of the United States education system. Since the inception of formalized education, the notion of having a child repeat a grade when it is felt they have not mastered the concepts taught has been a primary method of remediation in our schools. Although this practice has been rampant in our nation’s education system (and concurrently practiced here in Belleville with consistency), its results on the retained children as well as on our society have been less than favorable. In 1875, the New Jersey Constitution guaranteed a Thorough and Efficient educational system. The theory behind this article lies behind the untried notion that the practice of grade retention in the state
