Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, M. Chad; Slate, John R.; Moore, George W.; Martinez-Garcia, Cynthia |
|---|---|
| Titel | Grade Span Configuration and Academic Performance for Students in Poverty: A Texas Multiyear Analysis |
| Quelle | In: School Leadership Review, 12 (2017) 2, S.68-80, Artikel 8 (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1559-4998 |
| Schlagwörter | Grouping (Instructional Purposes); Academic Achievement; Poverty; Grade 6; Grade 7; Grade 8; Low Income Students; Elementary Schools; Secondary Schools; Texas |
| Abstract | Over the past two decades, an increase has occurred in the number of schools containing a Grade K-8 configuration rather than the Grade 6-8 traditional middle school (Blair, 2008). The reason behind this trend may reflect educator awareness that achievement loss takes place during each transition (Alspaugh, 1999; Cullen & Robles-Pina, 2012; Clark et al. 2013a). As educational leaders make decisions about how to configure the schools within their district, one major factor they must take into account is the effect that school transitions will have on students and the timing of such transitions. Adolescents experiencing cognitive, physiological, social and emotional developmental changes associated with puberty also have to contend with another important developmental process, the transition from elementary to secondary school (Aikins, Bierman, & Parker, 2005). A pronounced regression in student achievement has been documented to occur during the transition from elementary school to middle school (Alspaugh, 1998; Alspaugh & Harting, 1995). Several researchers (e.g., Becker, 1987; Byrnes & Ruby, 2007; Clark, 2012; Connolly et al., 2002; Fink, 201 O; Franklin & Glasscock, 1996; Offenburg, 2001; Schafer, 2010; Tucker & Andrada, 1997; Wihry et al., 1992) have demonstrated the presence of statistically significant relationships between grade span configuration and academic achievement. In these studies, students enrolled in K-8 school settings demonstrated a higher academic performance than students enrolled in traditional middle school settings (i.e., Grades 6-8). Very few research studies are available, however, in which the academic performance of middle level students enrolled in elementary schools (i.e., Grades P/K-8) have been compared to the academic performance of students enrolled in secondary settings (i.e., Grades 6/7-12). Hough (2005) coined the term "elemiddle" schools to describe the P/K-Grade 8 schools. Results from this empirical statewide study may provide useful information to educational leaders, school board members, and legislators as they set policies or make decisions regarding school grade span configuration (ERIC). |
| Anmerkungen | Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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