I teach high school French immersion (FLA and social), and a recurrent pattern is that students from k-9 get sky high marks and LOVE French because of all the maple syrup and special French concerts and small classes, but then they get to Grade 10 and suddenly they have to actually learn material, AND grammar and vocabulary count AND they are adjusting to all the other demands of high school. For all students, the adjustment is considerable because the French they were learning K-9 was only conversational (and even that is often questionable), whereas now some ability or at least willingness to attempt formal (like in a textbook) or literary French is required. There are always 2 or 3 who either can't or won't make this adjustment, and they drop out.
This would all be fine, except that my board/admin literally do not care about anything other than retention. So if a kid drops out, I have to explain that a grade 10 student who writes "il aller" 9 times in one paragraph, differently each time (il allez/il allet/ils eller/il a allaient/etc),and was unable to pass a chapter quiz composed of questions I gave out in advance, may have low marks for reasons other than my own personal preferences. I then get called into a bunch of meetings about "bringing assessment in line with previous grades" or "being overly concerned with the curriculum," which no one can ever put in writing because it amounts to demanding that I falsely report achievement. It can never go anywhere, but it's all very tiresome.
To be clear, I'm not kicking kids out or telling them to quit- they are quitting because they aren't getting the 90s they know they deserve, and are instead getting 65 and refusing to do any of the stuff I tell them to do to get higher marks (stuff like "turn on the spellchecker" and "look up a word if you don't know what it means").
If this happens in your program, do you get this kind of blowback? How do you deal with it?