Grade retention as perceived by kindergarten through third grade teachers

Author

Brittany Leigh Pettay

Date of Award

2010

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Fred Jay Krieg

Second Advisor

Sandra S. Stroebel

Third Advisor

Edna Miesel

Abstract

This study examined the attitudes of kindergarten through third grade teachers regarding academic, emotional and social effects of grade retention, in addition to alternative interventions to retention. The teachers were asked to take part in a survey on grade retention as an intervention. After completing the initial survey, teachers were then asked to read an article entitled, "Grade Retention and Promotion" (Jimerson, Graydon, Pletcher, Schnurr, Kundert, & Nickerson, 2006) and then take a post-survey.

The results of this study reveal that the teachers' attitudes about grade retention were significantly changed when they were presented with a research-based article entitled "Grade Retention and Promotion" (Jimerson et al., 2006) about the negative effects of grade retention, measured by a pre and post-survey, however there appears to be a disconnect between the teachers‟ statistical results and their comments. These results indicate that although the quantitative results showed a change in attitude, the qualitative data from the teachers' comments indicate that there was no actual change in attitude about retention and that the scientific evidence did not actually change their opinion.

Subject(s)

Grade repetition.

Recommended Citation

Pettay, Brittany Leigh, "Grade retention as perceived by kindergarten through third grade teachers" (2010). Theses, Dissertations and Capstones. 785.
https://mds.marshall.edu/etd/785