Educational challenges that lead to grade repetition and school dropout are not uncommon. Unforeseen circumstances —such as natural disasters, political instability, or pandemics— cause school closures, disrupt schooling, and prevent learners' normal progression from one grade level to the next, exacerbating the situation. Unfortunately, in such cases, education systems often have limited capacities to meet students' individual learning needs at the appropriate pace.
Commissioned by the USAID/LAC Reads Capacity Program (LRCP) that is implemented by American Institute of Research (AIR) in association with Juárez & Associates, this study focuses on the discussion of policies to address school failure, including automatic promotion (AP) and repetition, and aims to respond to the following research questions: What are the trends in promotion policies and what are the complementary strategies that make them successful?