Retention in Kindergarten: A Case Study of Teacher Perceptions and Practices

Abstract

The educational practice of retention – holding a student back to repeat a year – is a strategy used in many schools in the USA to improve outcomes for students, even at the kindergarten level. Research findings on retention in kindergarten are inconsistent with regards to reasons for and benefits of retaining students. Examining the issue using a case study can provide valuable insight into how retention decisions are made and what the perceived benefits are. This study draws on data from a survey, an interview and 40 hours of classroom observations to explore one teacher’s views of kindergarten retention and the interventions she used to help students at risk of retention, as well as the type of feedback she gave at-risk students in the classroom. It was found that the teacher emphasized motivating and involving at-risk students and working with them one-on-one. Overall, though, she felt that parents working with their children at home could make the difference in whether a student was retained or not. Since three of the five students the teacher identified as being at risk for retention were Hispanic, and research indicates that the expectations for this type of parental involvement may not be familiar to Hispanic families, I conclude that teachers should explicitly communicate and explain these expectations to all parents.