Critics of strict "promotional gates" at the grade school level point

Critics of strict "promotional gates" at the grade school level point to a recent study comparing students forced to repeat a grade with those promoted despite failing scores on an unscheduled, experimental competency test. Since there was no significant difference between the two groups' scores on a second test administered after completion of the next higher grade level, these critics argue that the retention policy has failed in its expressed purpose of improving students' basic skills.

Which of the following best expresses the argument made by critics of promotional gates?


(A) Anxiety over performance on standardized tests often hinders a student's ability to master challenging new material.

(B) A student's true intellectual development cannot be gauged by his score on a standardized competency test.

(C) The psychological damage a child suffers by repeat a grade outweighs the potential intellectual benefits of a second chance at learning.

(D) Strict requirements for promotion do not lead to harder work and greater mastery of fundamentals among students fearful of being held back.

(E) Socioeconomic factors as well as test scores influenced whether a given student in the study was promoted or forced to repeat a grade