Elementary Teachers' Beliefs and Knowledge about Grade Retention: How Do We Know What They Know?

Abstract

Elementary teachers' beliefs, knowledge, and practice relating to retention were explored using an adapted version of the Teacher Retention Beliefs Questionnaire (Tompchin & Impara, 1992). A researcher-developed knowledge section was added to the original questionnaire to measure teachers' propositional knowledge of retention. Thirty-five, K-4 teachers from a rural school district in northeastern United States completed the questionnaire. Teachers from all grade levels believed retention was an acceptable practice. Students' academic performance was the most influential factor in retention decisions. Significant differences between K-2 and 3-4 teachers were found on several belief statements. Teachers' knowledge about the effects and outcomes of retention, measured by factual questions, was low, regardless of grade taught. The majority correctly answered knowledge questions based upon hypothetical students. No significant correlation was found between teachers' knowledge and retention practice. Issues related to the measurement of teacher knowledge and implications of the findings are discussed.