Differences in Academic Performance by Grade Span Configuration for Students in Poverty

John R. Slate; John R. Slate; George W. Moore; Carolyn F. Fiaschetti

Authors

John R. Slate
John R. Slate
George W. Moore
Carolyn F. Fiaschetti

Keywords:

grade span configuration, academic achievement, poverty, grade 5, grade 6

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.

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How to Cite

Differences in Academic Performance by Grade Span Configuration for Students in Poverty. (2016). Global Journal of Human-Social Science, 16(G8), 11-22. https://socialscienceresearch.org/index.php/GJHSS/article/view/1915

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References

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