The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

This study was conducted to investigate the nonpromotion message's affective impact on parents. An interview guide was developed to collect data on parents' reactions to several aspects of public schools: Elementary schools in general; Messages received from elementary schools; Current practices (nonpromotion) in schools; Parents' feelings as a result of their child being retained; Information about their family. Interviews were conducted with parents of 180 children who attended public schools. Ninety interviews were conducted with parents of children who had been retained in either second, third or fifth grade and 90 were conducted with parents of children who had been identified as low achievers in second, third or fifth grade. Statistical and ethnographic analyses were completed to investigate parents' feelings about nonpromotion. There was little statistical evidence to indicate that parents perceived the nonpromotion message as an evaluation of themselves and the level of parents' affective reaction to the nonpromotion message was fairly neutral. Grade level at which a child was retained and socio-economic status of the family were unrelated to parents' affective reaction and self-evaluation scores. Also parents tended to blame the teacher and the child for a nonpromotion more than they blamed the school programs, the principal or themselves. One emerging concept revealed by the ethnographic analysis was that the school's strategy for working with parents had an influence on the parents' reaction to their child's nonpromotion. Parents' compliance with the need for nonpromotion seemed to be influenced by what the school personnel said rather than a personal response to what they felt would be the best for their child's future. Parents did what the school told them to do, they believed that the school provided them with accurate information, and that nonpromotion was the best alternative for their child. The exploratory data analyzed by this study provided some insight into the parents' emotional readiness and reaction to the academic failure of their child and provided suggestions for improved parent-school communications. A need for open and honest communication and cooperation between parents and educators was indicated. The use of parental contact had a positive influence on the parents' perception and support of the nonpromotion decision.

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The purpose of this study is to determine factors which are contributing to the educational retardation of each child in a primary group in the Bloutstown Elementary School and to evaluate the results of a program inaugurated for the purpose of correcting these factors with recommendations for improvement. / Typescript. / "June, 1949." / "Submitted in Partial Fulfillment of the Requirements for a Master of Arts Degree." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaf [78]).