Abstract

In this investigation the degree to which passing rates on the STAAR Reading and Mathematics assessments of Grade 5 and 6 students in poverty in the state of Texas differed as a function of grade span configuration was examined Data were obtained from the Texas Education Agency for all Grade 5 and 6 students in poverty who were enrolled in single double grade level i e Grades 4-5 5 only or Grades 5-6 or in multi-grade level i e PreK-6 grade span configurations for the 2012-2013 through the 2014-2015 school years Inferential analyses revealed the presence of statistically significant differences in reading and mathematics passing rates between the two grade span configurations Grade 5 and Grade 6 students in poverty had statistically significantly higher reading and mathematics passing rates in multi-grade level schools than in single double grade level schools Implications for policy and practice are provided