Gateway Literacy Retention Policies: Perspectives and Implications from the Field

Authors

  • Jennifer Barrett-Tatum Western Carolina University
  • Kristen Ashworth College of Charleston
  • David Scales Western Carolina University

DOI:

https://doi.org/10.22230/ijepl.2019v15n10a845

Keywords:

Education policy, Retention, Intervention, Literacy, Teacher development

Abstract

South Carolina’s Read to Succeed Law (RTS) is different than the other 15 states’ literacy-based third grade retention laws. It mandates literacy intervention training for in-service and pre-service teachers. Research indicates academic gains from retention are short-lived, diminishing over time and increasing drop-out rates. Through a statewide survey, this study identifies educators’ perceptions and knowledge of retention and the RTS policy, and examines the relationship between knowledge and perceptions. Educators were not familiar with retention research or RTS specifics, but favored retention. Implications include the need for more teacher training regarding new state policies and the efficacy of their foundations. This study provides evidence that policymakers should consider the means of implementation and shoulder accountability for a structured and equitable support system.

Author Biographies

Jennifer Barrett-Tatum, Western Carolina University

Assistant Professor
School of Teaching and LearningCollege of Education and Allied Professionals
Research interests include literacy education and educational policy implementation.

Kristen Ashworth, College of Charleston

Assistant Professor of Special Education

College of Charleston

Research interests in learning disabilities, transition to post-secondary education, and education policy

David Scales, Western Carolina University

Instructor
Department of Psychology

Research interests in experimental psychology

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Published

2019-08-21

How to Cite

Barrett-Tatum, J., Ashworth, K., & Scales, D. (2019). Gateway Literacy Retention Policies: Perspectives and Implications from the Field. International Journal of Education Policy and Leadership, 15(10). https://doi.org/10.22230/ijepl.2019v15n10a845

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