Preservice teachers' views About grade retention as an intervention for struggling students

Abstract

The purpose of this study was to examine preservice teachers’ beliefs about retention. In spite of evidence that grade retention has negative effects on students’ academic and socio-emotional outcomes, retention continues to be a common practice. Sixty-one elementary and secondary education majors at a small community college responded to an online survey. The survey measured attitudes about retention, both reasons to retain and also reasons not to retain. The preservice teachers in this study indicated that retention was appropriate when children do not get support from home, show immaturity in the classroom, or have low achievement in math. At the same time, they noted that retention in the intermediate grades would harm student self-concept and causes behavioral problems. Recommendations for teacher-education programs include ensuring that preservice teachers understand the potential for negative consequences related to retention and that positive outcomes tend to provide only short-term academic and social advantages for retained students.

Keywords:

• Preservice teachers
• retention
• struggling students

Additional information

Notes on contributors

Suzanne Young

Suzanne Young is a professor of educational research at the University of Wyoming. Her research interests include teaching effectiveness in higher education, online student engagement, and teaching research methods.

Natasha P. Trujillo

Natasha P. Trujillo is a doctoral candidate in counseling psychology at Purdue University. Her research interests include examining how parental absence and unmet needs are associated with non-suicidal self-injury.

Mary Alice Bruce

Mary Alice Bruce is a professor of counselor education at the University of Wyoming. Her research interests include accountability in school counseling, mentoring programs, and counseling children and adolescents, especially related to attachment issues.

Tracie Pollard

Tracie Pollard is an instructor at Sheridan College in Sheridan, Wyoming. Her research interests are integrated approaches to healing and behavioral changes, equine-assisted therapy, adult learning, and servant leadership.

Jeff Jones

Jeff Jones is a middle school principal at Tongue River Middle School in Ranchester, Wyoming. His research interests include school culture's influence on school safety, organizational frameworks, and transformational leadership practices.

Bret Range

Bret Range is the executive director of student and school services for Springfield Public Schools in Springfield, Missouri. His research interests include teacher supervision and evaluation and grade retention.