A Causal-Comparative Study: K-8 vs. 6-8 Grade-Span Configuration in Washington State

Autor/in	Budge, Bracken Wayne
Titel	A Causal-Comparative Study: K-8 vs. 6-8 Grade-Span Configuration in Washington State
Quelle	(2017), (198 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-1833-7
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Grouping (Instructional Purposes); Academic Achievement; Grade 6; Attendance; Elementary School Students; Middle School Students; Transitional Programs; Educational Environment; Models; English Instruction; Language Arts; Literacy; Mathematics Instruction; Scores; Washington + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Grouping; Gruppenbildung; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Anwesenheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Analogiemodell; English langauage lessons; Englischunterricht; Sprachkultur; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematics lessons; Mathematikunterricht
Abstract	This study examined the impact of grade-span configuration on the academic achievement and attendance of sixth-grade students. Because of the conflicting results in the extant literature, it was not known if and to what extent there was a difference in sixth-grade student achievement and attendance rates between students who attend a K-8 versus a 6-8 middle school grade configuration in Washington State. Two concepts, school transition and instructional environment, served as the conceptual framework for the current study. This research was guided by three questions. The first question addressed the effect of grade-span configuration (K-8 vs. 6-8 schools) on academic performance in English language arts. The second question addressed the effect of grade-span configuration on academic performance in mathematics. The third question addressed the effect of grade-span configuration on attendance rates. Archival attendance and student achievement data was utilized to address the research questions. The archival data sample consisted of 128,867 sixth-grade students attending Washington State schools in the 2014-15 and 2015-16 school years for the first Research Question, 128,840 students for Research Question 2, and 85,388 students for the final question. To answer the research questions, the investigator conducted independent samples t-tests. The data analyses revealed differences in both ELA and Mathematics scores between grade-span configurations: students attending K-8 schools performed better compared to students attending 6-8 middle schools on the Smarter Balanced ELA exam, while the reverse was true for the Mathematics portion of the exam. Attendance rates did not differ between the two grade-span configurations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01