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Dissertation/Thesis Abstract

Implications of Retention on Students: Phenomenological Study of Educators and Parents
by Richardson, Carla K., M.Ed., Minot State University, 2017, 82; 10616224
Abstract (Summary)

Teachers have felt educational pressure in recent years due to standardized testing for achievement. Student success is measured through their achievement on their test results and when students do not meet acceptable standards, teachers may use retention in an attempt to achieve student success. Research typically does not support grade retention; however, students continue to be retained annually. The purpose of this study is to explore the beliefs and attitudes of why educators and parents use retention as a strategy for academic remediation. The study’s findings are taken from interviews with educators and parents of students who have been retained. My analysis of parent and teacher responses led me to the following reasons for retention: immaturity, low academic skills in English/Language Arts, and absences from school. The conclusion to this study reveals a need for teaching training and continuing education to include effective learning strategies and the negative effects associated with retention.

Indexing (document details)
Advisor: Conn, Daniel
Commitee: Borden-King, Lisa, Morris, Timothy
School: Minot State University
Department: Education
School Location: United States -- North Dakota
Source: MAI 56/06M(E), Masters Abstracts International
Subjects: Elementary education
Keywords: Absences, Beliefs, Immaturity, Implications, Low academic skills, Retention
Publication Number: 10616224
ISBN: 978-0-355-33363-3
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