| Research reveals that grade retention as a sole intervention for low achieving students is not sufficient to improve student achievement (Jimerson, 200l). This study used a qualitative design (Marshall & Rossman, 2011) to examine the phenomenon of grade retention and intervention approaches for low achieving students in Connecticut school districts with at least one public high school. The study relied on the Tripod Framework (Ferguson, 2008) to explain the factors that impact student achievement and grade retention. Public documents, including state policies and district information were examined to identify 15 districts that remediate low performing students with interventions other than grade retention or social promotion. This study's participants suggested that the most effective interventions for low achieving students are: extra help, parental involvement, continuous support, student involvement, peer support, Response to Intervention (RTI), and extra-curricular activities. This study used a purposeful sample of school leaders, however future research should explore other members of the school community, including teachers and school counselors. |
