Stakeholders' Perceptions on Mandated Student Retention in Early Childhood

Stakeholders' Perceptions of Mandated Student Retention in Early Childhood by Jennifer K. Mankins M.Ed., University of Texas at Arlington, 2011 M.Ed., University of Central Oklahoma, 2001 B.S.Ed., University of Central Oklahoma, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2017 Abstract Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was toReading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cultural capital theory of social distinctions, Bloom's taxonomy theory, and Festinger's social comparison theory. Seventeen participants, including 2 parents, 8 teachers, and 7 administrators, took part in face-to-face interviews and focus groups to provide data on 3 graders in 4 schools in an Oklahoma district. Responses from interviews and focus groups were audiorecorded, transcribed, and coded for themes. Nine themes emerged from data analysis. These themes reflected participants’ concern for the potential damage to students’ self-esteem, an increase in dropout rates, and that the 3 grade is too late for retention. On the positive side, participants indicated mandatory retention permitted retention that had been previously refused, and provides time for maturity, as well as the opportunity for success for struggling students. However, study participants also opined that mandatory retention created new challenges for students, teachers, and schools. Findings guided the development of a policy recommendation to create social change within the participating district, empowering educators to help parents better understand this law and prepare their children for the 3 grade assessment by outlining a plan for early identification and creating programs for struggling students. Stakeholders' Perceptions on Mandated Student Retention in Early Childhood by Jennifer K. Mankins M.Ed., University of Texas at Arlington, 2011 M.Ed., University of Central Oklahoma, 2001 B.S.Ed., University of Central Oklahoma, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2017 Dedication This project is dedicated to my family who has supported and encouraged me throughout this journey. Thank you to my husband, Richard, who never questioned my quest for “more. ” You provided me with the time I needed to work and motivated me to start again when I was stuck. Thank you for never giving up on me. To my mom and pops: I thank you for your love and unwavering belief in me. I appreciate all of your prayers, support, and pep talks throughout this process. Finally, to my daddy in heaven: I am sad you are not here to celebrate this milestone with me, but in my heart I know how proud you would be. Thank you for teaching me that hard work pays off. I love you all very much and appreciate your help and patience with me as I worked to reach this goal. Acknowledgments I would like to thank my chairperson, Dr. Barbara Calabro for her support and guidance throughout this process. I would also like to thank the parents, teachers, and administrators of my school district who supported me throughout this journey. From those who inspired me to take on this challenge to those who participated in the study, I am forever grateful. I could not have done this without you.