DIFFERENCES IN READING AND MATHEMATICS PERFORMANCE AS A FUNCTION OF GRADE SPAN CONFIGURATION FOR TEXAS CHILDREN
CAROLYN F. FIASCHETTI
Montgomery Independent School District, USA
JOHN R. SLATE *
Sam Houston State University, USA
CYNTHIA MARTINEZ-GARCIA
Sam Houston State University, USA
GEORGE W. MOORE
Sam Houston State University, USA
*Author to whom correspondence should be addressed.
Abstract
In this empirical statewide investigation, the degree to which STAAR Reading and Mathematics passing rates differed as a function of grade span configuration for Grade 5 and 6 boys and girls was examined. Data were obtained from the Texas Education Agency for all Grade 5 and 6 boys and girls who were enrolled in either single/double grade level (i.e., Grades 4-5, 5 only, or Grades 5-6) or multi-grade level (PreK-6) grade span configurations for the 2012-2013 through the 2014-2015 school years. Statistically significant differences were present in reading and mathematics passing rates for Grade 5 and Grade 6 boys and girls by grade span configuration. Average passing rates in reading and in mathematics were higher in the multi-grade level schools than in the single/double grade level schools. Implications for policy and practice are provided.
Keywords: Grade span configuration, academic achievement, gender, grade 5, grade 6