Differences in Academic Achievement by Grade Span Configuration: A Multiyear Texas Investigation

Abstract

In this empirical statewide investigation, the degree to which grade span configuration was related to the academic achievement of boys and girls in Texas public schools was addressed. Specifically analyzed were two grade span configurations (i.e., Pre-K/K-Grade 6/7/8 and Grades 6/7Grade 12) and the reading and mathematics performance of Grade 6, 7, and 8 boys and girls for the 2009-2010 and 2010-2011 school years. Although statistically significant differences were present in only two reading analyses, higher passing rates in reading were present in the elemiddle grade span configuration than in the secondary configuration in all 12 analyses. For the TAKS Mathematics passing rates, 11 of the 12 analyses revealed statistically significant differences, with small to moderate effect sizes.