Literaturnachweis - Detailanzeige
| Autor/inn/en | Clark, David M.; Slate, John R.; Combs, Julie P.; Moore, George W. |
|---|---|
| Titel | Math and Reading Differences between 6-8 and K-8 Grade Span Configurations: A Multiyear, Statewide Analysis |
| Quelle | In: Current Issues in Education, 16 (2013) 2, (16 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1099-839X |
| Schlagwörter | Grouping (Instructional Purposes); Reading Achievement; Mathematics Achievement; Middle School Students; Elementary School Students; Statistical Significance; Effect Size; Public Schools; Comparative Analysis; Academic Achievement; Reading Tests; Mathematics Tests; Achievement Rating; Data Analysis; Academic Records; Texas; National Assessment of Educational Progress; Texas Essential Knowledge and Skills; Trends in International Mathematics and Science Study Grouping; Gruppenbildung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Schulleistung; Lesetest; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Auswertung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation |
| Abstract | We analyzed the effect of grade span configurations (i.e., 6-8 versus K-8) on reading and math performance in Texas public schools for the last 5 school years. Participants in this study were 628 Texas schools (i.e., 314 middle schools and 314 K-8 schools) distributed across the 5 school years examined. Schools configured as K-8 schools were matched to middle schools using a rigorous distance-based formula. All 15 reading comparisons (i.e., grade level by school year) yielded statistically significant results, with effect sizes ranging from small to large. Eleven of the 15 math comparisons yielded statistically significant results, with all of the effect sizes being small. Regardless of student grade level or school year examined, students who were enrolled in K-8 schools had higher average passing rates on the TAKS Reading and Math assessments than did students enrolled in middle schools. Implications of our findings are discussed. (As Provided). |
| Anmerkungen | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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