A Comparative Analysis of Criteria for and Views About Kindergarten Retention Across Rural Districts With Similar Demographics

This study compared kindergarten policies and guidelines in three rural school districts within a large northeastern state. Interviews of elementary principals, first and third grade teachers, and parents were used to determine thoughts, feelings, and perceptions about students who have been retained in kindergarten and how retention has affected the students in subsequent elementary years. Most research indicates retention is harmful to students both long-term and short-term (Jimerson & Kaufman, 2003).;Grade retention and social promotion are practices that have been used for many years and remain controversial. With the passing of the No Child Left Behind Act significantly raised accountability for public schools. Administrators and teachers continue to look for ways to meet federal mandates. Most students in America enter kindergarten solely based on age requirements—not on school readiness (Gulino, 2008); therefore, some public schools across America select to use retention as a means of intervention to help students gain another year of acquiring necessary skills before moving on to first-grade.;The findings of this study revealed that none of the schools involved in this study had policies or guidelines specifically written for kindergarten retention; however, parental permission was vital to the decision making process. Also, the elementary principals were involved with agencies to assist students in having a smooth transition to school; consequently, school personnel was limited to no contact with parents prior to their children starting school Not one parent interviewed in this process regretted making the decision to retain his/her child in kindergarten.