Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Curriculum and Instruction
First Committee Member
Second Committee Member
Third Committee Member
Purpose . The purpose of this study was to determine which resources elementary school classroom teachers perceived as helpful when considering student retention. This study has investigated several central research questions pertaining to student retention: (a) what resources general education teachers use when considering retaining a student in grade; (b) what resources are considered the most helpful; (c) whether the years of teaching experience one has relates to the resources used; (d) whether the years of experience teaching and helpfulness ratings (of the resource) are correlated; (e) whether resources used by two grade level groups (primary K–3 or intermediate 4–6) differ; (f) whether the helpfulness ratings vary between the two grade groups; (g) whether the resources used by those teachers who have and have not retained a student differ; (h) whether helpfulness ratings vary between those who have and have not retained a student; and (i) if there were any additional resources used by the teachers, when considering student retention, that were not included in the survey which had been generated by researcher. Procedure . The sample included 134 Title One elementary school teachers currently teaching grades kindergarten through sixth grade in a particular school district. Data for the study was collected through a survey designed by the researcher. Data collected were statistically analyzed using the Statistical Packages for the Social Sciences (SPSS) on a personal computer. A series of proportions, confidence intervals, rankings, means, and standard deviations were computed for each item. Also, independent sample t tests, Chi Square, and Pearson correlations were conducted as appropriate for each research question. Findings . The majority of teachers used “Parent Correspondence,” “Co-op Meetings,” and “Student Grades” as a resource when considering student retention. Teachers found “Student Grades” and “Consultation with Peers” to be the most helpful resources. Statistically significant findings were identified when the data was analyzed according to years of teaching experience and their helpfulness ratings. When analyzing the data according to grade groups (primary K–3 or intermediate 4–6) the helpfulness ratings statistically varied. Some statistical differences were found when teachers who have and have not retained a student were compared. Comparing teachers who had and had not retained a student, the helpfulness of one resource “Student Grades” was found to vary. Conclusions and recommendations . Were provided.
Dodson, Sharon Elizabeth. (2003). Resources elementary school teachers perceived as helpful when considering student retention. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2463
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.Find in PacificSearch Find in ProQuest
If you are the author and would like to grant permission to make your work openly accessible, please email