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Using interviews of students prior to and during their retained year and of their teachers, this study examined 22 students retained under Chicago's Ending Social Promotion policy. It focused on the "intervention" of retention, including how teachers shaped the retained year for students and the nature and quality of instructional strategies utilized. Students were most often exposed to the same material used in the previous year. Although access to remedial supports varied, students reported little guidance from teachers and generally did not change their learning strategies. However, students with high levels of instructional support who altered their learning strategies during the retained year were relatively more academically successful. [ABSTRACT FROM AUTHOR]