Eric.ed.gov – The Perceptions of Primary Grade Teachers and Elementary Principals about the Effectiveness of Grade-Level Retention

The purpose of this study was to ascertain the attitudes of primary grade teachers and elementary principals about grade retention. Because grade retention is typically initiated in the primary grades, it is important to understand educators’ beliefs about it as a viable option for low-performing students. A paper survey was sent to teachers and principals in one school district, inviting them to provide their perceptions about the reasons for grade retention, the most appropriate time to retain students, and the effectiveness of interventions in deterring the use of grade retention. Overall, teachers and principals believed students should be retained because of academic performance and perceived parental involvement as the most promising intervention to deter the use of grade retention. Teachers agreed significantly more than principals that retention helps prevent future failure and maintain standards, helps teachers provide additional math support, and motivates students to attend school. Additionally, teachers and principals perceived a benefit to self-concept when students are retained in the primary grades, especially in kindergarten, but did not differ significantly concerning their views about the most appropriate time to retain students. (Contains 4 tables.)