The Relationship between Grade Configuration and Student Performance in Rural Schools.

Autor/inn/en	Franklin, Bobby J.; Glascock, Catherine H.
Titel	The Relationship between Grade Configuration and Student Performance in Rural Schools.
Quelle	(1996), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Educational Environment; Elementary Schools; Grade Span Configuration; Instructional Program Divisions; Intermediate Grades; Middle Schools; Rural Education; School Holding Power; School Organization; School Size; Secondary Education; Secondary Schools; Socioeconomic Status; Louisiana + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Mittelstufe; Middle school; Mittelschule; Mittelstufenschule; Ländliche Erwachsenenbildung; School organisation; Schulorganisation; Sekundarbereich; Sekundarschule; Socio-economic status; Sozioökonomischer Status
Abstract	This paper examines the relationship between a school's grade configuration and student performance in Louisiana. Student performance was measured by academic achievement (standardized test scores) and student persistence (attendance, suspensions, expulsions, and dropouts). Elementary schools, middle schools, secondary schools, and combination (K-12) schools were examined using grade-level data for grades 6, 7, and 9-12. Also considered were school socioeconomic status (SES) (percentage of students receiving free lunch) and school size (size of the grade-level under consideration). Results indicate that sixth- and seventh-grade students performed better in elementary and K-12 schools than in middle or secondary schools, in terms of both achievement and persistence. Students in K-12 schools performed as well as those in elementary schools overall and performed better in some cases (grade 6 and high poverty). For grades 9-12, the K-12 school was more beneficial to students than the traditional secondary school, particularly in the area of student persistence or conduct. With regard to academic achievement, secondary schools did not differ significantly from K-12 schools regardless of school size or SES. School size did appear to impact 11th- and 12th-grade student persistence more within the secondary school environment than that of the K-12 school. Contains 34 references and 29 data tables and figures. (Author/SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC