A comparative analysis of grade configuration and academic achievement among eastern North Carolina 6–8 and K–8 schools
Abstract
The purpose of this study was to determine whether there was a difference between the academic achievement of middle schools with 6-8 grade configurations and those with K-8 configurations in eastern N C. The study also sought to determine which grade configuration of middle schools in eastern North Carolina was most effective for the academic achievement of its students. Finally, the purpose of this study was to analyze the composite end-of-grade test scores over a three year academic period to determine if grade configuration influenced academic achievement among schools in eastern North Carolina. The population for this study included 108 schools, and they were identified as 81 schools with 6-8 grade configurations and 27 schools with K-8 grade configurations. The study explored a non-experimental two group comparison designed using existing data. The results added to the body of knowledge on grade configuration and academic achievement. There was no statistical significant difference found in the academic performance of schools with 6-8 grade configurations and schools with K-8 grade configurations. There were some grade levels that performed slightly higher than others on a particular end-of-grade test, however, it was not high enough to make a significant difference. It was recommended that future research be conducted to include different geographical areas to determine if a different region would find similar or contrasting results.
Subject Area
Middle School education|Educational administration|Elementary education
Recommended Citation
Sanders-Smith, Patti, "A comparative analysis of grade configuration and academic achievement among eastern North Carolina 6–8 and K–8 schools" (2009). ETD Collection for Fayetteville State University. AAI3406567.
https://digitalcommons.uncfsu.edu/dissertations/AAI3406567