Held back: The disproportionate occurrence of low academic achievement, grade-level retention, and dropping out among high school Hispanic youth

This qualitative multiple case study investigated the impact of grade-level retention on the academic performance of seven high-school Hispanic students. In addition, this study examined the participants' perceptions regarding the interrelationships among low academic achievement, grade-level retention, and dropping out of high school and found that grade-level retention did not diminish academic achievement overall nor did it result in dropping out within the context of a continuation high school. Data were collected from semi-structured interviews with seven Hispanic high school students and their seven Hispanic parents, six high school teachers, one guidance counselor and one principal. In addition, data were analyzed from quantitative sources such as: (a) report cards; (b) California Standards Tests (CST) reports; (c) Student Information System (SIS) documentation indicating program participation in special education, English language development (ELD), or academic intervention; (d) California English Language Development Test (CELDT) reports; and (e) California High School Exit Exam (CAHSEE) reports.;Within case and cross case analyses were employed. The findings indicated that due to the nature of the alternative education setting, the structural interventions employed, and the personal investment of educators, grade level retention positively affected the seven Hispanic students' academic achievement and increased their motivation to graduate from high school. In addition, many cultural factors that affected Hispanic students' academic achievement were revealed such as value of family, the fulfillment of interdependent family roles, and the reproduction of social norms. Institutional factors that affected Hispanic students' academic achievement were also discovered. These included teacher expectations, school connectedness, and culturally sensitive and adaptable programs. In addition, the findings indicated that, while increased student achievement was noted for the seven Hispanic participants in the alternative education setting, there were many problematic and stigmatizing factors related to retention of Hispanic students in traditional high schools that yield negative effects on academic achievement and increase the likelihood of dropping out. These included the lack of effective remedial intervention programs and the social stigma resulting from the age differences between retained students and their peers.