Perceptions of Educators on Grade Retention

This qualitative study examined the perceptions of educators on the topic of grade retention. From the analysis of the interviews with teachers, guidance counselors and administrators, five themes evolved: reasons for considering retention, rationales for retention, educational/personal perspectives, factors that influence when to retain, and retention versus social promotion. The respondents believed that the primary grades would be the optimal time in a child s schooling for retention. These participants also suggested that allowing social promotion did not teach a student responsibility or accountability for their education. Finally, several participants suggested that society does not view retention in the same way that educators view it: as an opportunity to grow in maturity, build a stronger academic base and/or as a chance to improve academically. Within this study is a suggested model for an alternative to retention. A support team would be established to offer counseling and academic support. It is also suggested that the retained student s school day be revised to provide instruction in the retaining grade and the grade to which the student would be promoted.

Autorentext

Dianna Cherie Roberts, Ph.D. is an assistant professor in the Department of Early Childhood & Elementary Education at Bloomsburg University of Pennsylvania. Her main study of interest is in the learning of reading at the elementary level.