Dissertation/Thesis Abstract

A Study of the Impact of Retention on Student Achievement in Three Rural Missouri School Districts
by Johnson, Jon Thomas, Ed.D., Lindenwood University, 2015, 127; 3734189
Abstract (Summary)

A case study was performed using archival data from retained students in three rural Missouri school districts. The data were examined to determine if a correlation existed between grade level retention and improved student achievement in Math and English Language Arts. A t-test was used to determine the impact retention had on student achievement. Scores were collected from the Missouri Assessment Program (MAP) data from retained students the year before they were retained, as well as the year following when they were retained. Data were collected from 2006-2014. Data from this study revealed students who were retained showed significant gains in academic achievement in both Math and English Language Arts. By running a one-way analysis of variance (ANOVA), it was discovered there was a difference in the performance of males and females after being retained. Retention was also revealed to play a significant role in determining the probability of a student dropping out of school. As a result of this research, it is recommended multiple strategies of instructional improvement and modes of student intervention or retention are implemented before a student is considered for grade-level retention.

Indexing (document details)
Advisor: Williams, Julie
Commitee: DeVore, Sherry, Reid, Terry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Language arts, Mathematics education, Educational evaluation, Educational psychology
Keywords: Retention, Rural Missouri, Student achievement, Student intervention
Publication Number: 3734189
ISBN: 978-1-339-22753-5
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