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.