AN EXPLORATION OF HOW ELEMENTARY SCHOOL PRINCIPALS APPROACH THE STUDENT RETENTION DECISION PROCESS

Abstract

This constructivist grounded theory study sought to understand how elementary school principals approach the student retention process. Specifically, this study addressed the principals’ informal and formal experiences in relation to student retention decisions. The methodological design was chosen to help explain and describe this process by allowing the researcher to develop an emerging theory about how principals approach student retention. Data were collected using semi-structured interviews and artifacts with a total of 22 elementary school principals throughout a mid-Atlantic state. The emergent theory developed through this work, the Theory of Multifactor Student Retention Decision Making, details major influences affecting principals during student retention decisions. Combined, each of the influences affecting retention decisions — a principal’s beliefs and experiences, student developmental levels, data and assessments, and parental supports — shaped how principals approached student retention decisions. These influences were impacted by different factors including the optimal time for retention, number of retentions, case-by-case decisions, targeted instruction, parental involvement, formal and informal experiences, and mentors/colleagues. Principals suggested school districts provide training for teachers and administrators about student retention, develop consistent policies and procedures for handling student retention decisions, and be as involved with student learning as possible so informed retention decisions can be made.