An Exploration of How Elementary School Principals Approach the Student Retention Decision Process

Abstract of DissertationAn Exploration of How Elementary School Principals Approach the Student Retention Decision Process This is a constructivist grounded theory study investigating how elementary principals approach the student retention decision process in their schools. Twenty-two elementary principals participated in the study using a selective or snowball sampling method. Principals worked in one of three districts in a mid-Atlantic state and had experience as educators ranging from 15 to 45 years. The researcher conducted semi-structured interviews lasting between 60 and 90 minutes over a 4-month period. Student retention documents and handouts collected during interviews provided supporting evidence for how principals approach the student retention decision process. Participants answered follow up questions to clarify holes in the data and ensure that the researcher fully understood what participants were sharing. Results indicated that elementary principals' beliefs and experiences inform how they approach student retention decisions. Principals had strong beliefs about the time of the retention, the number of retentions, case-by-case decisions, targeted instruction, and parental involvement. These themes developed an emerging theory to explain how elementary principals approach student retention decisions. From these themes, four major factors influenced elementary principals' decisions during the student retention process. Personal beliefs and experiences, student developmental levels, data and assessments, and parental supports greatly influenced how principals approach the student retention decision process in their schools.

Author

• Martinez-Hicks, Laura Marie

Language

• en

Keyword

• grade retention
• elementary retention
• student retention
• retention theory
• elementary principals
• retention decisions

Date created

• 2012

Type of Work

• Dissertation

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Educational Administration & Policy Studies

Degree

• Ed.D.

Advisor

• Clayton, Jennifer K

Committee Member(s)

• Terrell, Hope P
• Howard, Lionel

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/8623hx88m