Date of Award

Spring 5-9-2018

Document Type

Thesis (699 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Dr. Margaret L. Potter


grade retention, preservice teachers, teacher educators, teacher training programs, knowledge, attitudes


Grade retention, otherwise known as “failing” or “being held back”, is a common practice for schools when they feel a student is not performing at or meeting school standards. While grade retention is a popular practice, very little research supports the use of it as an effective intervention over other interventions (Jimerson, 2001). A survey, structured around Theory of Planned Behavior (Ajzen, 1985) was distributed to preservice teachers and teacher educators at a Midwestern university to examine their knowledge and beliefs about grade retention, as well as the prevalence of the topic of grade retention in teacher training. Results from the study indicated that Preservice Teachers were somewhat likely to consider grade retention, but were not sure of the research behind it. Teacher educators were not as likely to consider grade retention and indicated that they are familiar with the research. Results also indicated that grade retention is not consistently covered in the teacher training program. This study shows that preservice teachers may not be prepared to make informed decisions about grade retention because it is not covered in coursework and they are not knowledgeable about the effects.



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