This article focuses on academic performance and grade repetition, viewed as a prelude to dropout and, thus, as an issue that demands the attention of all actors committed to educational justice. Grade repetition concerns both levels of macro and micro policy, requiring combined and parallel solutions. One of the main obstacles to educational chance in Argentina is the institutional model of governance. A new definition of ‘educational policy’ is suggested. Challenges cannot be addressed only at a macro level, but rather by a series of joint actions with the micro level. The goal of Proyecto Escuelas del Bicentenario is to contribute towards strengthening the system’s performance, preventing exclusion and reducing the volume of compensatory policies. A brief introduction to the Project’s goals, working and evaluation strategies as well as actual achievements in avoiding grade repetition is offered. Data shows the total rate of repetition after 2 years of work has decreased 64%.

Repetition, school failure, macro policy, micro policy, preventive strategies, educational justice , Bicentennial Schools‎, Argentina.