Unraveling Teachers’ Beliefs About Grade Retention

Abstract

A multimethod approach was used to examine teachers’ beliefs about retention in grades K–7. Questionnaire responses indicated that teachers at all grade levels believe retention is an acceptable school practice that prevents students from facing daily failure and motivates them to work harder. Factors including academic performance, maturity, ability, gender, and age influence retention decisions, but the importance of factors differs among teachers. Teachers agreed that retention was not harmful in grades K–3, but they disagreed about the impact on students in grades 4–7. Teachers of grades 4–7 were less likely to retain students and less likely to agree about which characteristics warrant retention. Interviews suggested that teachers’ beliefs about their roles and responsibilities in student success were critical in retention decisions.