Academic achievement for fifth-grade students in elementary and intermediate school settings: Grade span configurations

Julie P. Combs; David Clark; George W. Moore; Anthony K. Onwuegbuzie; Stacy L. Edmonson; John R. Slate

Academic achievement for fifth-grade students in elementary and intermediate school settings: Grade span configurations

Julie P. Combs, David Clark, George W. Moore, Anthony K. Onwuegbuzie, Stacy L. Edmonson, John R. Slate

Sam Houston State University

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

Abstract

Few researchers have addressed student achievement outcomes as a function of grade span configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47, respectively.

Original language	English
Journal	Current Issues in Education
Volume	14
Issue number	1
Publication status	Published - 2011
Externally published	Yes

Keywords

Achievement
Elementary schools
Grade configuration
Grade span
Intermediate schools
Middle schools
School settings

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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abstract = "Few researchers have addressed student achievement outcomes as a function of grade span configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47, respectively.",

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AU - Clark, David

AU - Moore, George W.

AU - Onwuegbuzie, Anthony K.

AU - Edmonson, Stacy L.

AU - Slate, John R.

PY - 2011

Y1 - 2011

N2 - Few researchers have addressed student achievement outcomes as a function of grade span configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47, respectively.

AB - Few researchers have addressed student achievement outcomes as a function of grade span configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47, respectively.

KW - Achievement

KW - Elementary schools

KW - Grade configuration

KW - Grade span

KW - Intermediate schools

KW - Middle schools

KW - School settings

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JO - Current Issues in Education

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ER -

Academic achievement for fifth-grade students in elementary and intermediate school settings: Grade span configurations

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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