Abstract

Three years of Texas statewide data were analyzed to determine the degree to which two grade span configurations i e multi-grade and single double grade levels influenced the reading and mathematics performance of Grade 5 and 6 White Black and Hispanic students Data were obtained from the Texas Education Agency for all Grade 5 and 6 White Black and Hispanic students who were enrolled in either single double grade level Grades 4-5 5 only or Grades 5-6 or multi-grade level PreK-6 configurations for the 2012-2013 through the 2014-2015 school years In all cases reading and mathematics passing rates were statistically significantly higher in multi-grade level settings for Grade 5 and 6 White Black and Hispanic students than for their peers in single double grade level settings Implications for policy and practice are provided