Perception of Kindergarten Teachers and Staff on Grade Retention

Problem Statement
A major problem in the US schooling system is the reluctance towards change and letting go of past practices that have proven to be ineffective and counter-productive. One such practice is grade retention, which can negatively influence not just student attendance but also behaviors and attitudes. Current research confirms the popularity of grade retention in K-12 in the US education system. While, accurate data on student retention rates is unavailable, grade retention perception amid school staff and teachers is contentious due to varied results (Moore, 2017; Clotfelter, Hemelt & Ladd, 2016). In line with Jimerson (2001; as cited in Barata et al, 2015) along with Shepard and Smith (1990; as cited in Barata et al, 2015) grade retention happens to be an ineffective tool and an unconstructive teaching strategy. They add that the changes at state and federal level together with several regulations to cut this practice down, have nudged neither the perceptions nor the practice. Other countries too have found similar barriers to change. For instance, researchers from the National Center for Education Statistic (2009; Barata et al., 2015) found, “In Europe, retention rates vary significantly between countries, from 2% to 22.4% in primary education and in the United States, about 10% of students are retained between kindergarten and eighth grade” (p. 149).
Moreover, research has proven that retention has negatively influenced students not just in their academic achievements but also their social life. This is especially true when one compares their data with their promoted peers (Shields-Proctor, 2017). Moreover, the problem spreads from struggling students at the kindergarten level, to teachers who also struggle to meet rigorous demands and standards of accountability. In a recent study, Repko-Erwin (2017) found, “Kindergarten teachers are faced with the challenging task of meeting academic standards, nurturing children’s social and emotional needs, while also teaching in ways that are culturally, linguistically, and developmentally responsive” (p. 70). Add to this the financial aspect, as grade retention policies impact not just families but also communities that have higher grade retention levels (Lynch, 2014). Absent from the literature is a comprehensive understanding of teachers school staff and administrators perspectives on grade retention. This knowledge might provide significant insights in research on this gap in practice (Mawhinney, Irby, & Roberts, 2016). Closing the gap will require ways to close the readiness gap so that no children enter kindergarten significantly behind their peers (Washington State School Directors’ Association, n.d.).
Purpose
The purpose of this qualitative case-study is to understand the perceptions of teachers, school staff and administrators on kindergarten retention. Grade retention continues to be a key strategy adopted by teachers for failing students (Anastasiou, Papachristou & Diakidoy, 2017; Hughes et al., 2017). A deeper and broader understanding of school staff and teacher’s perspectives on grade retention will lead to a profound understanding of this practice. Thereafter, possible strategies can be drafted to minimize this practice. The target population for this study will be ten educators: four kindergarten teachers, two administrators, one guidance counselor, and three related staff members from (please insert the location or name of the school). After the interviews, parents of retained students will be given a consultation to inform them about the school’s grade retention policy and procedures.
Significance
The qualitative case study is significant because it will offer a deeper understanding on perceptions of school staff, teachers and administrators on grade retention and propose alternative strategies to support developmentally appropriate practices at the kindergarten level. This will be accomplished by conducting a qualitative case study. Data will be gathered using a semi structured interview process. The qualitative study, as described by Bouma (2016) is mainly designed to comprehend the characteristics of a social setting as well as the norms, beliefs, thoughts and principles that exist within that social setting. Moreover, the qualitative research approach allows the researcher to suppose some of the more common and informal links between the different factors. They further explain that the qualitative approach can help the researcher comprehend and find the basis of preferences, outlooks and judgements of the chosen sample (Mark et al, 2015). A better understanding of how retention may affect the educational community could result in a more effective solution for teachers and staff (Mawhinney, Irby, & Roberts, 2016; Trussell et al., 2016). The insights obtained from this study might also enable stakeholders to shape policymaking initiatives that are geared towards enhancing the educational system through better outcomes for students.
There are four central questions for the proposed study:
1. What are both staff and teachers’ perceptions on retaining kindergarten students?
2. What are staff and teachers’ perceptions of parental involvement in grade retention and promotion decisions?
3. What are staff and teachers’ perceptions of the impact of grade retention and promotion on students?
4. What are staff and teachers’ perceptions of the support needed by students who have been retained a grade and those considered for grade retention, but promoted, and the teachers that serve them?
References:
Anastasiou, A. L., Papachristou, E. M., & Diakidoy, I. A. N. (2017). Parents’ and teachers’ views on the psychosocial adjustment of students with and without a history of early retention. Educational Psychology in Practice, 1-14. Retrieved from: http://doi.10.1080/02667363.2017.1306490?need/Access=true
Barata, M. C., Calheiros, M. M., Patricio, J. N., Graca, J., & Lima, M. L. (2015). Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education. The Elementary School Journal, 116(1), 149-171. Retrieved from: http://doi.org/10.1086/682748
Bouma, G. D. and Carland, S. (2016). The research process. 4th Ed. Melbourne: Oxford University Press.
Clotfelter, C. T., Hemelt, S. W., & Ladd, H. F. (2016). Teaching assistant and nonteaching staff: They improve student outcomes? Working Paper 169. National Center for Analysis of Longitudinal Data in Education Research. Retrieved from: http://files.eric.ed.gov/fulltext/ED573191.pdf
Hughes, J. N., Cao, O., West, S. G., Smith, P. A., & Cerda, C. (2017). Effect of retention elementary grades on dropping out of school early. Journal on School Psychology, 65, 11-27. Retrieved from: http://www.sciencedirect.com
Lynch, M. (2014). The true cost of social promotion and retention. International Journal of Progressive Education, 10(3), 6-17. Retrieved from: http://eric.ed.gov/?id=FJ1042941
Mark N.K. Saunders, Philip Lewis, Adrian Thornhill. (2015). Research Methods for Business Students. Pearson Education Limited.
Mawhinney, L., Irby, D., & Roberts, E. (2016). Passed along: Black women reflect on the long-term effects of social promotion and retention in schools. International Journal of Education Reform, 23(2), 154-169. Retrieved from: http://www.researchgate
Moore, W. (2017). Mixed method study exploring the perceptions of elementary principals regarding grade retention of kindergarten and first grade students in Rural Idaho districts (Doctoral dissertation, Northwest Nazarene University). Retrieved from: http://search.proquest.comopenview/c7347715ald19393abe1dfb717ee59cc/1?pq-origsite=gscholar&cb1+18750&diss=y
Repko-Erwin, M. E. (2017). Was kindergarten left behind? Examining U. S. kindergarten as the new first grade in the wake of No Child Left Behind. Global Education Review, 4(2), 1-17. Retrieved from: http://ger.mercy.edu/index.php/ger/article/view/324
Shields-Proctor, C. A. (2017). The relationship between mandatory 3rd grade retention and school performance in Florida. Retrieved from: http://search-proquest.com/openview/36c008f0662090c5d3f68569cc016/1?pqorigsite&cbi=18750&