Unintended Consequences: A Case Study of the Tennessee Third-Grade Retention Law’s Effects on Children and Families

Abstract

This qualitative case study examined the impacts of Tennessee’s third-grade retention law on children, families, and educators through an action research framework. Using semi-structured interviews, social media content analysis, and document reviews, the study explored the lived experiences of parents, who are also educators, and whose children were impacted by the third grade retention law, to uncover the law's broader implications. Findings revealed significant emotional stress on children, disruptions to family dynamics, and heightened teacher burnout, compounded by inconsistencies in communication across rural and suburban districts. The participatory nature of action research allowed stakeholders to collaboratively reflect on the challenges posed by the policy and propose actionable solutions. The study also highlighted opposition to the law, with participants advocating for earlier literacy interventions and systemic
support over punitive retention measures.

By integrating action research principles, the study prioritized the voices of those directly affected and emphasized the importance of comprehensive support systems that address socioemotional and academic needs, particularly for students who faced foundational learning disruptions during the COVID-19 pandemic. Implications include the need for transparent communication, equitable resources, and early interventions to mitigate the unintended consequences of retention policies. These findings contribute to the growing body of research on high-stakes educational policies and demonstrate the potential of action research to inform evidence-based reforms that prioritize student well-being and equity.