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.

How to Cite
R. SLATE, GEORGE W. MOORE, CYNTHIA MARTINEZ-GARCIA, John. Academic Achievement Differences by Grade Span Configuration for White, Black, and Hispanic Students: A Multiyear Statewide Analysis. Global Journal of Human-Social Science Research, [S.l.], oct. 2017. ISSN 2249-460X. Available at: <https://socialscienceresearch.org/index.php/GJHSS/article/view/2334>. Date accessed: 28 feb. 2021.