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...

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…