Download or read book A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained written by Dimetri Richardson and published by . This book was released on 2016 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the experiences of grade level retention for twice retained, middle school students in Eastern Virginia. During data collection, 10 twice retained, middle school students in grades 6-8 residing in Eastern Virginia were surveyed, interviewed, and provided personal journals. The theory guiding this study was constructivism, due to its consideration of individuals' unique experiences and multiple realities (Piaget, 1954). This study's qualitative data was coded using horizonalization, and clusters of meaning were developed, which allowed textural and structural descriptions of the participants' unique experiences. The study's findings reveal twice retained, middle school students' views of and experiences with grade level retention. Also, participants disclosed their feelings following grade level retention and its impact on their motivation. Furthermore, this study presents factors contributing to grade level retention and viable options. This study contributes to the current understanding of the impact of grade retention on individuals and practices of grade retention due to its qualitative nature and focus on twice retained, middle school students' experiences with grade retention.
Download or read book The Impacts of Grade Retention written by Lauren Elizabeth Rand and published by . This book was released on 2013 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: No Child Left Behind legislation and high stakes testing have increased the pressure for public schools to ensure academic achievement for all students. Each year, a large number of students do not demonstrate adequate achievement and are retained to repeat the grade level. The large number of students retained is an indication that the system does not work for a large portion of American students. The impacts of retention and whether it is a beneficial or harmful practice has been debated for years. There is much literature written about grade retention, however, there is little research about the experiences of students who have been retained and how they experience learning within the school system. This interpretive phenomenological analysis (IPA) study explored the lives of four students who were retained at a Pennsylvania middle school in order to describe their experiences with retention and uncover the impacts of the intervention that can only be seen by those who have lived it. By giving retained students a voice, this study answered the research question: What characterizes the experiences and responses of students who were retained in a Pennsylvania middle school? IPA methodology was selected as the most effective way to explore the individual experiences of the participants. Data was collected through four in depth interviews over a three-month period. Their experiences, challenges and achievements were portrayed from the perspectives of the participants. Each case was analyzed and written as a narrative, using verbatim quotes, depicting the story and voice of each participant. A cross-case analysis identified emergent themes that described the essence of the experience for the group as a whole. These themes were used to reflect back and provide answers to the research questions. By giving this population of students a voice, this study revealed what it is like to be a retained student and the impacts of the intervention through the eyes of the individuals who have experienced it. This study found that students display an internal conflict when it comes to whether grade retention is a helpful or harmful practice. For the participants in this study, the topic of grade retention cannot simply be described as good or bad. The implications from this study revealed that student failure is not the result of academic struggles as much as it is the result of a combination of a student's place as well as their emotional and mental maturity. Place refers to the variables that are unique for each student, such as their race, gender, socioeconomic status, etc. A student's place directly impacts their academic motivation and their successes and failures at school. This study also found that student failures are an indication that the school system itself is failing. The current school structure, high stakes testing, and education reform focused on standardization is not effective for this population of students. The findings of this study call for educational reform by raising structural concerns that schools must address. This study serves as a springboard to promote dialogue among educators. The findings reveal that school leaders need to drastically change the structure of the current school system to better meet the needs of this student population. This study questions educational reform such as No Child Left Behind, and the standardization of United States schools. Lastly, this study proves the importance of listening to the voices of students. Their perspectives provided valuable insight into the educational system that is critical when making educational decisions. Ideas for future research conclude this study.
Download or read book A Qualitative Inquiry of Grade Retention as Perceived by Adults who Were Retained written by Robin Lynn White and published by . This book was released on 2010 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the views and recollections of adults who were retained in elementary, middle, or high school. This qualitative, narrative inquiry study was an attempt to give a voice to individuals that have experienced the event, and to understand what effects the retention had on their lives, both past and present. The sample of five participants used in this study was obtained from a population of adults in the state of Georgia who attended a General Education Degree (GED) class at a local library, as well as those who attended a community college. The results of this study were mixed. Some participants reported an increase in self-esteem, maturity, and academic awareness. Temporary gains in academics were also noted in many cases. In addition, a few participants felt as if the retention was beneficial and necessary. Other subjects in this study indicated negative attitudes towards school, peer groups, and self-concept. Many of these issues have flowed into adulthood and have subsequently shaped the lives of the adults who were retained. These effects included the failure to complete deeds and affairs, as well as a sense of not having to do more than is asked. In addition, these adults have been given the sense that failure is an option, and they are now comfortable with that notion. The findings revealed that despite the temporary gains, the negative impact on the socio-emotional adjustments of the individual does not seem to support the concept of retention.
Download or read book A Qualitative Phenomenological Study of the Lived Experiences of Adults in the North Georgia Area that Were Retained in Grades K 12 written by Betsy Green and published by . This book was released on 2015 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand the impact retention has had on the lived experiences of adults in the North Georgia area that were retained in their K-12 education. The 10 participants were adults over the age of 18 that live in a rural North Georgia community and have experienced retention. The sampling was purposive and took place at public schools in Mountain Town, Georgia. The research questions for this study were: o How is the experience of grade retention remembered by adults retained in their K-12 education? o How has K-12 retention impacted self-efficacy, the belief in the ability to succeed, and quality of life of adults who were retained during their K-12 education? o How did retention impact their self-esteem? o How did retention impact their employment successes and socioeconomic status? o How did retention impact their home life and relationships? Data collection took place using a survey, questionnaires, interviews, and a focus group discussion. Data analysis was conducted using Moustakas' Seven Steps (Moustakas, 1994) and included enumeration, selecting quotations to provide authentication, and coding that identified themes, significant statements, and shared experiences.
Download or read book The Affective Consequences of Grade Retention written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate students' perceptions of the affective consequences of grade retention and to uncover possible social and academic effects of grade retention on students' subsequent elementary school experience. The participants were kindergarten through eighth grade students from a county in a rural area in Northeast Tennessee who had been retained for at least one year. A total of 36 students participated in the study, along with principals, school counselors, and teachers from each of the nine schools involved in the study. Information was collected through semi-structured qualitative interviews and the data were analyzed inductively using constant comparative analysis procedures. As a result of the analysis of student interview data, 10 areas of influence emerged related to students' perceptions of the retention process. This evidence was further substantiated through extended conversations with principals, school counselors and teachers. The areas of influence were categorized into six thematic areas: Theme 1: Conditions of Acceptance; Theme 2: Importance of Timing in the Decision to Retain; Theme 3: Negative Consequences of Retention for Older Children; Theme 4: Lack of Preparation for the Retention; Theme 5: Inadequacy of Support Services After the Retention; Theme 6: Far-reaching Effects of Retention. Based on the findings, the investigator reached the following conclusions: (1) Regardless of their initial reaction to the retention decision, most students eventually accepted the decision. Parental involvement and support was wanted and needed. (2) Retention appeared to be an appropriate intervention for students whose problems stemmed from being chronologically and/or developmentally behind their classmates. (3) Retention appeared to be least appropriate for students who were dealing with behavior problems, learning disabilities, or other problems in their lives. (4) School personnel rarely prepared the child for the retention decision and rarely provided services to make sure the repeated year was successful. (5) Retained students socialized well with other students, but the retention process had negative effects on students' self-esteem and attitude toward school. Due to the significant impact of making the wrong promotion/retention decision, grade retention should be researched from every possible angle. New approaches to curriculum development, school restructuring, and individualized student instruction should become the focus of efforts to improve student success, and "ensure that no child is left behind."
Download or read book A Phenomenological Study of Academic Retention written by Suzann Faye Bouray and published by . This book was released on 2021 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to understand the lived experiences of young adults who were retained during their K-12 education and persisted to high school graduation from a southwestern Kansas school. The central research question guiding the study were: What are the lived experiences of young adults who were retained during their K-12 education and persisted to high school graduation from a southwestern Kansas school? Guiding questions were implemented to further understand the phenomenon of grade retention. The guiding questions were: How did the young adults believe their self-efficacy was influenced either positively or negatively by grade retention? How did the young adults explain their K-12 educational experiences and the adult’s future in connection with their personal grade retention? Bandura’s self-efficacy theory is the examination of one’s own belief on their own ability to achieve a self-determined level of success is based on their own life’s experiences and will serve as the theoretical framework. Bandura’s theory relates to the proposed study in the understanding of the life experiences of adults’ self-efficacy who were retained during their K-12 education. Study participants were selected through a participant recruitment survey. The study included 13 participants who were retained during their K-12 education. The data collection methods included interviews, journal entries, and a focus group of the young adults. The transcendental phenomenological reduction process was used for data analysis. This research disclosed both positive and negative outcomes to retention.
Download or read book A Study of Selected Teachers Perceptions of Grade Retention in a Florida School District written by Julius L. Wynn and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined and analyzed selected middle school teachers' perceptions of grade retention, and informed teachers about current and past research on grade retention. Through analysis of teacher interviews and using a Likert scale instrument, responses indicated that teachers continue to support and to use retention when students do not master required objectives for promotion. Because of the new Florida retention policy and the No Child Left Behind policy, it was critical to measure teachers' levels of understanding and perceptions of grade retention. Their perceptions gave insight into their thoughts and beliefs about the practice. Survey responses of 326 teachers in five selected middle schools in Florida and ten interviews clearly indicated that teachers believe children should be retained. A majority, nearly 83%, disagreed that students should not be retained. Although suspension and attendance have bearing, over 76% of teachers agreed that poor academics were the major reason for retention. Over 65% of teachers indicated that grade retention allows students who are behind academically to "catch-up" with peers. In addition, nearly 39% disagreed that retention is harmful to a child's self-concept/self-image. However, nearly 80% of teachers agreed grade retention affects a child's self-esteem. Data also indicated 56% of students who are more than two grades behind should not be retained. A chi-square statistics test used to measure significant differences based on teachers' years of teaching experience, grade level taught, race of teacher and socioeconomic status of the students, found significant differences only for student socioeconomic status. Although students have been retained since one-room schoolhouses, research on effectiveness of retention clearly points to instead of practicing grade retention, teachers, administrators, and parents need to analyze data in greater depth. Without more studies and analysis, teachers, administrators, and parents will continue a practice research has found harmful instead of beneficial to students. Educators must find a way to ensure that every child experiences academic success. Each educator must devise methods of working with students before they fail a grade. Tutoring, remediation, mentoring, small group work, after school programs, Saturday school, and summer school can help children learn.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book On the Success of Failure written by Karl L. Alexander and published by Cambridge University Press. This book was released on 1995-01-27 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upwards of half the students may repeat a grade. On the Success of Failure addresses the question of whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through middle school. Focusing on the experience of first, second and third grade repeaters, the volume finds largely positive effects for retention. Test scores and marks, which are low to begin with and get worse over time, improve when retainees get back into the regular promotion sequence, but in most instances repeaters remain above where they had been before being held back. Retention is not the answer to children's problems, but neither is it the source of problems, as much commentary on the practice would have us believe. On the Success of Failure gives evidence that a return to social promotion would be the real disservice to these youngsters and their families.
Download or read book Student Grade Retention written by Darrell L. Williams and published by Nova Science Publishers. This book was released on 2014-05-10 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the 1980's, grade retention increased as school districts instituted policies that linked standardized test scores to student promotion and placement decisions. However, research has found grade retention does not improve student learning. Enforcement of promotional standards at every grade level is expected to ensure the competency of high school graduates and lower student dropout rates. Despite such belief, studies show "flunking" students are traumatic and increases student dropout. Researchers found a relationship between grade retention and high school dropout rates. Dropouts are five times more likely to have repeated a grade than high school graduates. In three studies involving 20,000 to 80,000 students, retained students were 20 to 30 percent more likely to dropout of school. Moreover, African American males with below average achievement had a 45% chance of dropping out of school; while retained African American males with identical achievement scores have a 75% chance of dropping out of school. While retention may serve as a "stick" for students to perform better; usually retained students frustratingly repeat the previous year's instruction, and ultimately disengage from school. To address student grade retention, more funding is needed to support schools implement alternative programs to address students' academic needs and decrease the pernicious practice of student retention. Despite such research, student grade retention continues as a common practice within our nation's schools. However, student grade retention from the perspectives of parents have been hushed; and practical recommendations and programs to decrease student grade retention while increasing student achievement are still needed. In this book, the voices of parents and their children experiences are presented. Hearing their voices provides unique insight on action steps we (all educational stakeholders) can take to better educate all students. Additionally, innovative practical programs that work and could be replicated in schools are discussed. This book is a must read for administrators, educators, parents and related practitioners who seek "out of the box" ideas to better educate our students, particularly those in urban schools.
Download or read book An Investigation Into the Impact of Grade Retention and Grade Placement as Interventions in a Large Suburban School District in Texas written by Imelda Medrano and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of grade retention and grade placement on student achievement in both reading and math over the course of five-years. A comparison was drawn amongst two cohorts of students in 3rd through 5th grade: (a) students in each grade who were retained in the year 2006-2007 due to failing report card grades or failure to meet minimum expectations on the state-mandated assessment in either math or reading, and (b) students in each grade who failed to meet promotion standards in 2006-2007 due to failing report card grades or due to failure to meet minimum expectations on the state-mandated assessment in either math or reading and were placed in the next grade level. The research questions guiding this study were: (1) How did report card grades for math and reading of the retained students compare to those of the placed students of similar achievement levels on five different time points, years 2007-2011? (2) How did the achievement levels on state-mandated assessments for reading and math of the retained students compare to those of the placed students of similar achievement levels on five different time points, years 2007-2011? (3) How were absence rates distributed amongst the retained and placed groups of students and did the absence rate impact the achievement of the students in math and reading as measured by performance on state assessments on five different time points, years 2007-2011? And (4) How were the factors of gender, ethnicity, and socioeconomic status distributed among the retained and placed groups of students and did those factors impact the achievement of the students in math and reading as measured by performance on state assessments on five different time points, 2007-2011? The statistical treatment included both ANOVAs and MANOVAs. The data revealed that students who were retained consistently scored higher than students who were placed on final report card grades as well as on state-mandated assessments for both reading and math, however, the advantage dwindled from up to ten percentage points during the second year of the study down to only three percentage points in the fifth and final year.
Download or read book The Effects of Grade Retention written by Pamela Jane Powell and published by . This book was released on 2005 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Grade level Retention on Student Success as Defined by the Student Success Initiative of Texas written by Barbara Lynn Christenson and published by . This book was released on 2010 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act, demands accountability in any district or school receiving federal funds. One of the goals of the No Child Left Behind legislation had its roots in the Texas education accountability statute of 1999, when former governor George W. Bush signed into law a mandate that became known as the Student Success Initiative. That law required students in the 3rd grade to pass the state reading assessment in order to be promoted to the 4th grade, beginning in the year 2003. The same group of students would be required to pass their 5th and 8th grade reading and math exams to be promoted to the next grade level. The initiative continued for all students. In opposition to the those policies, the body of research regarding grade-level retention concludes that the practice of grade retention is ineffective in increasing student achievement (Jimerson, 2001, Harness, 1984, McCoy, 1999). This study examined the Student Success Initiative in Texas. The goal was to determine whether retention in 3rd, 5th, or 8th grade made a signification difference in subsequent TAKS scores in comparison with students who were placed in the next grade level by the official Grade Placement Committee. Data was analyzed from three large urban school districts in Texas. Results were consistent across the three school districts. Students who were retained in third grade performed better the subsequent year in third grade, but those successes did not continue consistently through the 5th and 8th grade years. Students retained in 5th grade for math performed poorly on subsequent tests, as did students retained in the 8th grade for reading or math. However, the group of students that was retained in 5th grade due to failure of the TAKS Reading test exhibited success in the subsequent year as well as the 8th grade year. Overall, TAKS students who were retained did not perform better than students who were placed in the next grade level as they progressed through 8th grade.
Download or read book On the Success of Failure written by Karl L. Alexander and published by Cambridge University Press. This book was released on 2002-12-19 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is about the practice of grade retention in elementary schools; a particularly vexing problem in urban school systems. The book describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. It addresses the complex question of whether repeating a grade is helpful or harmful when children are not keeping up with their coursework.
Download or read book A Phenomenological Study on the Lived Experience of Diverse Learners in the Middle School Classrooms who Failed the Final Exam in Reading and Comprehension at the End of the School Year written by Carlyn Latoya Benjamin-Raymore and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to explore the lived experiences of 12-15 participants in grades 7-9 who failed the final exam in reading and comprehension at the end of the school year at a school in the Virgin Gorda school district. The central research question that guides this research is: What are the lived experiences of diverse learners in middle school classrooms who failed the final exam in reading and comprehension at the end of the school year? The theories guiding this study are Vygotsky's sociocultural theory and Albert Bandura’s cognitive theory, as they connect to the experiences of diverse learners in the classroom and are related to diversity. A phenomenological approach was used to gather first-hand stories from individuals through face-to-face interaction. Also, a triangulation method was used to collect multiple sources of data. The data sources include classroom observations, interviews, and photographs. The data was coded through bracketing chunks and representations to create descriptions and analyze themes for the finding. Three themes and eight sub-themes emerged from the study. The themes emerged were instructional engagement, classroom management and social engagement. Based on the implications of finding teachers and stakeholders must be aware of the deficiencies that takes places in middles school classrooms and provide the necessary training and tools to help students succeed. Future research should be undertaken on all four public schools in the Virgin Islands school district to get a more comprehensive and accurate view of students lived experiences.
Download or read book Ending Social Promotion written by Jenny Nagaoka and published by . This book was released on 2004 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this final report, we focus on those students who did not meet CPS's promotional cutoff, the majority of whom were retained. We look at how the administration of the policy shaped the retention experience and evaluate the impact of retention on student's activement growth and their progress in school."
Download or read book Retaining Students in Grade written by Nailing Xia and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade retention is the practice of keeping low-achieving students at the same grade level for an additional year to provide them with extra time to catch up, as opposed to social promotion, the practice of promoting students regardless of whether they have mastered the grade content. As part of an increasing emphasis on standards and accountability, many districts now use standardized test scores as one of the main criteria for grade retention. However, studies have shown that students do not appear to benefit from being retained and, indeed, that retention may increase their risk of dropping out of school. In 2003-2004, the New York City Department of Education (NYCDOE) implemented a new promotion policy for 3rd-grade students, which was later extended to 5th, 7th, and 8th graders. NYCDOE asked RAND to conduct an independent longitudinal evaluation to provide evidence of the program's impact on 5th graders. This report, one of in a series documenting the results of the study (conducted between March 2006 and August 2009) identifies and reviews 91 studies that examine the effect of grade retention on a variety of student academic and socioemotional outcomes.
