Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations

Authors

  • Julie P. Combs Sam Houston State University
  • David Clark Sam Houston State University
  • George W. Moore Sam Houston State University
  • Anthony J. Onwuegbuzie Sam Houston State University
  • Stacey L. Edmonson Sam Houston State University
  • John R. Slate Sam Houston State University

Keywords:

Grade Configuration, Elementary Schools, Grade Span, Middle Schools, Intermediate Schools, School Settings

Abstract

Few researchers have addressed student achievement outcomes as a function of grade configurations for older elementary-aged students. Thus, this study was designed to determine differences between studentsâ Grade 5 reading and mathematics achievement in elementary schools (Kâ5) as compared to intermediate schools (Grade 5, 5â6) for 5 academic years. Using archival statewide data, researchers used a rigorous five-step distance-based formula to match elementary schools to intermediate schools on four demographic/school characteristic variables. Students in K-5 settings attained statistically significantly higher levels of reading and mathematics achievement than did their counterparts, with moderate mean effect sizes of 0.37 and 0.47.

Author Biographies

Julie P. Combs, Sam Houston State University

Julie P. Combs is an associate professor at Sam Houston State University. In the educational leadership doctoral program, she teaches Academic Writing, Program Evaluation, and Research Methods courses. She maintains an active research agenda focused on stress and coping, academic writing, and the role of the school principal.

George W. Moore, Sam Houston State University

George W. Moore is an assistant professor in Educational Leadership, has held positions as director of networked learning, program coordinator and advisor, and Masterâs Thesis coordinator. His research interests include College Readiness and gaps in Advanced Placement participation and performance as a function of gender and ethnic membership.

Anthony J. Onwuegbuzie, Sam Houston State University

Anthony J. Onwuegbuzie is professor in the College of Education at Sam Houston State University, teaching graduate-level courses in research methodology. He writes on qualitative, quantitative, and mixed methodological topics. Alongside more than 500 conference/keynote presentations, he has had published more than 230 journal articles, 50 book/encyclopedia chapters, and 2 books.

Stacey L. Edmonson, Sam Houston State University

Stacey L. Edmonson is a professor of Educational Leadership in the College of Education at Sam Houston State University. She teaches doctoral-level courses on qualitative methodology, ethics and policy, and instructional theory. Her research agenda is focused on burnout and efficacy among educators, issues in school law, and ethics.

John R. Slate, Sam Houston State University

John R. Slate is a Full Professor in the Department of Educational Leadership and Counseling at Sam Houston State University where he teaches doctoral-level research and data analysis courses. His research interests lie in the use of state and national educational databases.

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Published

2011-04-18

How to Cite

Combs, J. P., Clark, D., Moore, G. W., Onwuegbuzie, A. J., Edmonson, S. L., & Slate, J. R. (2011). Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations. Current Issues in Education, 14(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/677

Issue

Vol. 14 No. 1 (2011)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.