Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Bonnie Johnson

Second Advisor

Stacey Fisher

Abstract

This qualitative multi-site case study examines the implementation and perceived impact of Tennessee’s third-grade retention mandate under the Tennessee Learning Loss Remediation and Student Acceleration Act, with a focus on low-income students in two public school districts in East Tennessee. The legislation requires retention of third-grade students who do not demonstrate reading proficiency and mandates literacy interventions as promotion pathways. Although intended to strengthen early literacy outcomes, concerns remain regarding its equity implications. Guided by five research questions, this study explored perceived academic outcomes for low-income students, stakeholder perceptions of policy effectiveness, barriers to accessing required interventions, perceived implications for students in Grades 3–5, and whether the policy disproportionately affects economically disadvantaged students. Data were collected through semi-structured interviews with educators, parents, and students, along with a review of district documents and Grade 3–5 academic performance data. Data were analyzed using iterative thematic analysis and triangulation procedures to enhance credibility. Findings indicate increased instructional focus on foundational literacy skills and heightened accountability; however, participants identified structural inequities—including limited access to tutoring, transportation constraints, and communication gaps—that disproportionately affected low-income families. While some short-term academic benefits were perceived, stakeholders raised concerns regarding long-term sustainability and socio-emotional effects. This study contributes to scholarship on high-stakes retention policies by highlighting the intersection of accountability reform and educational equity in high-poverty contexts.

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