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The purpose of this study was threefold: first to determine teachers’ perceptionsof factors that contribute to the determination to retain or promote a student; second todetermine teachers’ perceptions of the outcomes most likely to occur when a child isretained; and third to determine teachers’ perceptions of the potential alternatives to graderetention in the Park Hill School District in Kansas City, Missouri. In addition, the studyaddressed demographic data relating to years of experience for the respondents, the gradelevel taught by each respondent, and whether the respondent had ever retained a student.The design of this study is survey research. The survey instrument in this studyconsisted of 20 statements that were assessed on a 5-point Likert-type scale. Themethodology used in this study was quantitative in design. The survey was distributed to204 elementary teachers in the Park Hill School District in suburban Kansas City,Missouri. Of the 204 surveys that were distributed, 147 were completed for a 72%completion rate. One-sample t tests were performed to test the hypotheses regardingfactors, outcomes and alternatives related to grade retention. Analysis of data revealed that elementary teachers agreed or strongly agreed that astudent’s maturity level, academic performance and birth date are factors they use todetermine whether a student should be retained. Elementary teachers disagreed orstrongly agreed that race, gender, and socioeconomic background were factors used indetermining grade retention. Elementary teachers agreed or strongly agreed that astudent’s maturity level and academic performance are outcomes associated with graderetention. Lastly, results showed that elementary teachers agreed or strongly agreed thatdifferentiated instruction is an effective alternative to grade retention. The Triumphs Reading Program and social promotion received the lowest ratings for alternatives tograde retention |
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