AbstractThis study examined the relationship between extra‐year programs and later school achievement. Ninety‐five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra‐year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control