Asian Journal of Current Research, ISSN No. : .., Vol.: 1, Issue.: 3
Original Research Article
DIFFERENCES IN READING AND MATHEMATICS PERFORMANCE AS A FUNCTION OF GRADE SPAN CONFIGURATION FOR TEXAS CHILDREN
CAROLYN F. FIASCHETTI1, JOHN R. SLATE2*, CYNTHIA MARTINEZ-GARCIA2 AND GEORGE W. MOORE2 1Montgomery Independent School District, USA. 2Sam Houston State University, USA.
CAROLYN F. FIASCHETTI1, JOHN R. SLATE2*, CYNTHIA MARTINEZ-GARCIA2 AND GEORGE W. MOORE2
1Montgomery Independent School District, USA.
2Sam Houston State University, USA.
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.
Grade span configuration; academic achievement; gender; grade 5; grade 6.