Adapting to Retention: A Qualitative Study Revealing the Retention Philosophy of Nonpromoted Students and Their Parents.Report as inadecuate




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This study examined the reactions and feelings of students and their parents in regard to the nonpromotion experience. Families from four different school districts with children who had been retained at least once in grades one through eight were selected for the study. A total of 52 individuals from 22 families participated in 46 separate, qualitative interviews. It was found that the retention philosophy of the individuals participating in the study was built around two main issues: (1) if and when a retention should occur; and (2) whether or not retention helps or hurts a child. All of the respondents expressed a belief in the necessity of grade level retention, although this belief did not necessarily translate into an endorsement of the retention decision affecting their own family. Most parents, however, did report a belief that nonpromotion had aided the progress of their own child in school. The retained students generally echoed the same belief. Contains 26 references. (MDM)

Descriptors: Academic Failure, Elementary Education, Elementary School Students, Grade Repetition, Parent Attitudes, Parents, Student Attitudes, Student Promotion











Author: Anderson, Robbie J.; West, Russell F.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7615&id=ED356046



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