Kindergarten retention: Factors, outcomes, and alternatives perceived by principals and teachers

The purpose of this quantitative research study was to examine the perceptions of elementary principals and kindergarten teachers on the factors that influence grade retention, the outcomes of grade retention, and alternatives to grade retention in one upstate South Carolina school district. The decision to retain a student is a complex and difficult decision. Each year millions of students are retained. Grade retention can lead to long-term negative consequences for students. Grade retention is often used in academics as a means of remediation although the majority of researchers have documented that retention produces little cognitive growth and often produces negative social results. Despite these findings, grade retention is routinely practiced as an intervention for low student academic performance. This research project surveyed 11 elementary principals and 37 kindergarten teachers to examine their perceptions regarding grade retention. The survey had three parts, including factors of grade retention, outcomes of grade retention, and alternatives to grade retention. Analysis of the data revealed that elementary principals and kindergarten teachers agree that academic performance and the level of maturity of the student are factors that lead to grade retention. There was a significant difference in the ratings between kindergarten teachers and elementary principals on the belief that repeating a grade increased student maturity. Kindergarten teachers agreed to a significantly greater degree than elementary principals that students who were retained increased maturity. Principals and teachers agreed that social promotion was the least effective alternative to grade retention. There was a significant difference in the perceptions of a transition or junior first grade classroom as an alternative to grade retention. Teachers rated a transition room as a very effective alternative to grade retention, but principals rated it at a much lower level of effectiveness. This research project was intended to enhance the existing research on grade retention and can be used in the sample district to better understand the beliefs of the principals and kindergarten teachers.