Grade Retention in Kindergarten: Teacher and Staff Perceptions

Problem Statement: Grade Retention in U.S. Schools

A major problem in the U.S. schooling system is the reluctance to change and the persistence of past practices that have proven ineffective and counterproductive. One such practice is grade retention, which can negatively influence not just student attendance but also student behaviors and attitudes. Current research confirms the continued popularity of grade retention in K–12 education in the United States. While accurate data on student retention rates is difficult to obtain, perceptions of grade retention among school staff and teachers remain contentious due to varied results (Moore, 2017; Clotfelter, Hemelt & Ladd, 2016).

In line with Jimerson (2001; as cited in Barata et al., 2015) and Shepard and Smith (1990; as cited in Barata et al., 2015), grade retention is an ineffective tool and an unconstructive teaching strategy. These researchers add that changes at the state and federal level, along with several regulations aimed at reducing this practice, have shifted neither perceptions nor practice. Other countries have encountered similar barriers to change. For instance, researchers from the National Center for Education Statistics (2009; as cited in Barata et al., 2015) found that "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).

Academic and Social Consequences of Retention

Research has demonstrated that retention negatively affects students not only in their academic achievement but also in their social lives, especially when their outcomes are compared with those of promoted peers (Shields-Proctor, 2017). The problem extends from struggling students at the kindergarten level to teachers who must meet rigorous accountability demands and standards. In a recent study, Repko-Erwin (2017) found that "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).

The financial dimension of grade retention must also be considered, as grade retention policies impact not just individual families but also communities with higher retention rates (Lynch, 2014). A comprehensive understanding of teachers', school staff members', and administrators' perspectives on grade retention is notably absent from the existing literature. This knowledge could provide significant insights into the gap between research and practice (Mawhinney, Irby, & Roberts, 2016). Closing this gap will require strategies to ensure that no children enter kindergarten significantly behind their peers (Washington State School Directors' Association, n.d.).

Purpose and Research Design

The purpose of this qualitative case study is to understand the perceptions of teachers, school staff, and administrators regarding 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 perspectives on grade retention will lead to a more thorough comprehension of this practice and enable the drafting of alternative strategies to minimize it.

The target population for this study will be ten educators: four kindergarten teachers, two administrators, one guidance counselor, and three related staff members. After the interviews, parents of retained students will be given a consultation to inform them about the school's grade retention policy and procedures.