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

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

John Slate

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John R. Slate

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George W. Moore

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Cynthia Martinez-Garcia

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Sam Houston State University

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

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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.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

How to Cite 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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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-H Classification: FOR Code: 930101p

Submission ReceivedDecember 11, 2016
Peer Review Double Blind
Handling Editor
Accepted January 3, 2017
Published January 15, 2017

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October 17, 2017

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Article Matrices

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)

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