The Impact Of Grade Configuration On Sixth Grade Academic Achievement In Florida Public Schools PDF Download
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| Author | : Karen L. Schafer |
| Publisher | : |
| Total Pages | : 159 |
| Release | : 2010 |
| Genre | : Academic achievement |
| ISBN | : |
Download The Impact of Grade Configuration on Sixth Grade Academic Achievement in Florida Public Schools Book in PDF, ePub and Kindle
This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from Florida's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.
| Author | : Brennan W. Asplen (III) |
| Publisher | : |
| Total Pages | : 103 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
Download A Comparison of Sixth-grade English Language Arts and Mathematics Achievement Between Middle Schools and K-8 Schools Book in PDF, ePub and Kindle
The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.
| Author | : Julie C. Roseboom |
| Publisher | : |
| Total Pages | : 109 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
Download A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year Book in PDF, ePub and Kindle
This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
| Author | : Tawayna L. Bell |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 2010 |
| Genre | : Grading and marking (Students) |
| ISBN | : |
Download Fifth and Sixth Grade Configuration Book in PDF, ePub and Kindle
When school districts determine grade configurations of their schools, traditionally academic achievement is not their focus. Instead, most grade configurations are based on student growth, existing facility capacity, and transportation requirements. Since school ratings are based on students' academic achievement, districts should be aware if they are minimizing their students' achievement by placing them in schools with ineffective grade configurations. This study evaluates the affect grade configuration has on fifth and sixth grade reading and mathematics achievement. State assessment results for schools of various grade configurations containing fifth and sixth grade levels were analyzed. Data were collected from years 2005 and 2006. The results between the two years varied. In 2005, there was a significant difference in mathematics achievement but not reading achievement. In 2006, there was a significant difference in reading achievement but not mathematics achievement. Further research is needed to determine the cause of the variance.
| Author | : Dana L. Kriznar |
| Publisher | : |
| Total Pages | : |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Download The Relationship Between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts Book in PDF, ePub and Kindle
ABSTRACT: Before investing a large amount of human and financial resources in grade configuration redesign, urban school administrators need to understand whether it is the large structural changes, like grade configuration redesign, or whether it is the practices implemented within those larger structures that make the biggest impact on student achievement. In this study, 32 K-8 configured schools in the southeast United States are paired with 32 6-8 configured schools with comparable SES and minority rates within the same urban school district. This research uses the results from 192 educator surveys to determine the implementation level of established model practices, including interdisciplinary teaming, common teacher planning, heterogeneous grouping, advisory periods, exploratory courses, and looping. In addition, the reading and math achievement gain scores from the Florida Comprehensive Test of 12,727 sixth grade students are used to determine if there is a relationship between any of the practices, the grade level configuration of the school and student achievement in an urban setting. There were differences in student achievement by grade configuration, with the students in K-8 schools making significantly greater gains in both reading and math; however, that increase may well be due to other factors such as grade level size or socioeconomic differences rather than the configuration of the school. Of the model practices examined, interdisciplinary teaming was the only model practice that had a significant difference in level of implementation, which was higher in the K-8 configured schools. When achievement gains were compared to the level of implementation of each of the six model practices, no significant relationships were found. Finally, there was no difference in combined effects of grade configuration and implementation of model level practices with gains in student achievement in reading or mathematics.
| Author | : Stacy Lancaster Starks |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
Download The Effects of School Grade Span Configuration on Student Achievement in Middle School-Aged Children Book in PDF, ePub and Kindle
The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.
| Author | : Rachelle M. Waters |
| Publisher | : |
| Total Pages | : 112 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
Download The Impact of School Configuration on Sixth Grade Student Achievement Book in PDF, ePub and Kindle
| Author | : Guido Schwerdt |
| Publisher | : |
| Total Pages | : 49 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Download The Impact of Alternative Grade Configurations on Student Outcomes Through Middle and High School. Program on Education Policy and Governance Working Papers Series. PEPG 11-02 Book in PDF, ePub and Kindle
We use statewide administrative data from Florida to estimate the impact of attending public schools with different grade configurations on student achievement through grade 10. To identify the causal effect of structural school transitions, we use student fixed effects and instrument for middle and high school attendance based on the terminal grade of the school attended in grades 3 and 6, respectively. Consistent with recent evidence from other settings, we find that students moving from elementary to middle school in grade 6 or 7 suffer a sharp drop in student achievement in the transition year. We confirm that these achievement drops occur in nonurban areas and persist through grade 10, by which time most students have transitioned into high school. We also find that middle school entry increases student absences and is associated with higher grade 10 dropout rates. Transitions to high school in grade nine cause a smaller one-time drop in achievement but do not alter students' performance trajectories. (Contains 13 tables, 6 figures and 13 footnotes.).
| Author | : Rolinda E. Ford |
| Publisher | : |
| Total Pages | : 127 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Download The Effect of Grade Configuration on Sixth Grade Student Achievement in Missouri Book in PDF, ePub and Kindle
| Author | : Theodore Coladarci |
| Publisher | : |
| Total Pages | : 2 |
| Release | : 2002 |
| Genre | : Academic achievement |
| ISBN | : |
Download The (limited) Evidence Regarding Effects of Grade-span Configurations on Academic Achievement Book in PDF, ePub and Kindle
