Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
Neural Networks and Rules-based Systems used to Find Rational and
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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.
John Slate. 2017. \u201cAcademic Achievement Differences by Grade Span Configuration for White, Black, and Hispanic Students: A Multiyear Statewide Analysis\u201d. Global Journal of Human-Social Science - H: Interdisciplinary GJHSS-H Volume 17 (GJHSS Volume 17 Issue H5): .
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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Total Score: 133
Country: United States
Subject: Global Journal of Human-Social Science - H: Interdisciplinary
Authors: John R. Slate, George W. Moore, Cynthia Martinez-Garcia (PhD/Dr. count: 0)
View Count (all-time): 150
Total Views (Real + Logic): 3062
Total Downloads (simulated): 1666
Publish Date: 2017 10, Tue
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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.
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