Abstract
Purpose. The purpose of this study was to describe the district similarities, academic programs, counseling services, and teacher training that selected California Central Valley elementary school districts have in place to meet the needs of students who were retained but remained at risk of academic failure or exhibit social and/or psychological problems as a result of retention. Methodology. Descriptive research methodology was used in this study. The researcher chose the interview method as a means of collecting data, and the target population consisted of full-time curriculum directors from elementary school districts with a student population between one thousand and ten thousand. The curriculum directors in the sample had at least one full year of experience in their current assignment. Findings. This study found that several similarities existed between the selected school districts regarding the retention of students in grades kindergarten through eight. Similarities among school district retention policies, assessments to determine if retention was appropriate, and retention practices were noted in this study. The methods used to help students who were retained fell into two major categories. The selected school districts chose to help retained students by implementing academic programs and curriculum and by using specific strategies to help them reach their academic potential. The researcher also found that three main types of counseling services were offered to students who had been retained: psychological counseling, peer/special friend counseling, and parent education/counseling. There were three types of special training the school districts in the research sample offered their teachers to help them effectively teach the retained students in their classrooms: the use of academic coaches, paid consultants, and site-based professional development opportunities. Conclusions and recommendations. The conclusions resulting from the data gathered for this study serve to inform California elementary school administrators, teachers, parents, and lawmakers about the retention policies, practices, teacher training, and services available for elementary school students who have been retained but still remain at risk of academic failure.