Academic Achievement Differences by Grade Span Configuration for White, Black, and Hispanic Students: A Multiyear Statewide Analysis

1
John Slate
John Slate
2
John R. Slate
John R. Slate
3
George W. Moore
George W. Moore
4
Cynthia Martinez-Garcia
Cynthia Martinez-Garcia
1 Sam Houston State University
2 Cleveland ISD, Sam Houston State University

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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.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

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): .

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GJHSS Volume 17 Issue H5
Pg. 43- 56
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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October 17, 2017

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English

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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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Academic Achievement Differences by Grade Span Configuration for White, Black, and Hispanic Students: A Multiyear Statewide Analysis

John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University
George W. Moore
George W. Moore
Cynthia Martinez-Garcia
Cynthia Martinez-Garcia

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