Sean P. Scott

Abstract

This study examined school psychologists' reports of their perceived and ideal roles in retention making decisions. A random national sample of 231 school psychologists completed a questionnaire regarding their perceptions of the rates and trends of retention in their school, as well as their perceived and ideal role in grade retention decisions. The majority (86.6%) of respondents indicated that their school practices retention, whereas 1 9% noted an increase in the amount of retentions. The rate at which respondents agreed that school psychologists should be involved in retention decisions was significantly higher (91.5%) than the percentage of school psychologists that perceived that they had a role in the retention decision making process (52.5%). In addition, one-third (32%) indicated that they were part of a retention decision making team and 62% agreed that staff members seek out their opinion on issues regarding retention. A large majority (96.5%) agreed that retention should be a team decision. Finally, there was a significant association (p < .01) between having a role in the retention decision making process and feeling that their current involvement is with "Best Practices" for a school psychologist. Approximately two-thirds (67%) of the responding school psychologists disagreed with retention as an appropriate intervention.

Library of Congress Subject Headings

Grade repetition; School psychologists--Attitudes

Publication Date

2007

Document Type

Thesis

Student Type

Graduate

Degree Name

School Psychology (MS)

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Jennifer Lukomski

Advisor/Committee Member

Scott P. Merydith

Comments

Physical copy available from RIT's Wallace Library at LB3061.5 .S36 2007

Campus

RIT – Main Campus

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