The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6th grade student' scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined.
The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.
The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K-8 schools scored below proficient than did 6th grade students in 6-8 schools. In science, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. In social studies, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. However, a higher percentage of 6th grade students in 6-8 schools scored advanced than did 6th grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.
","abstract_html":"<p>The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6<sup>th</sup> grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6<sup>th</sup> grade student' scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6<sup>th</sup> grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined.</p><p>The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.</p><p>The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6<sup>th</sup> grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6<sup>th</sup> grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6<sup>th</sup> grade students scoring at the below proficient level and the proficient level in science and the percent of 6<sup>th</sup> grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6<sup>th</sup> grade students in K-8 schools scored below proficient than did 6<sup>th</sup> grade students in 6-8 schools. In science, a higher percentage of 6<sup>th</sup> grade students in K-8 schools scored proficient than did 6<sup>th</sup> grade students in 6-8 schools. In social studies, a higher percentage of 6<sup>th</sup> grade students in K-8 schools scored proficient than did 6<sup>th</sup> grade students in 6-8 schools. However, a higher percentage of 6<sup>th</sup> grade students in 6-8 schools scored advanced than did 6<sup>th</sup> grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.</p>","abstract_has_math":false,"creators":["Ramsey, Whitney Jean"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-09T07:00:00Z","date_published":"2009-05-09T07:00:00Z","updated_at":"2026-07-24T02:21:03Z","subjects":["Grade Configurations","Academic Achievement","6th Grade Achievement","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1830","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ramsey, Whitney Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2009-05-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Grade Configurations","Academic Achievement","6th Grade Achievement","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3182/viewcontent/RamseyW021209f.pdf","https://dc.etsu.edu/etd/1830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6th grade student' scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined.
The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.
The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K-8 schools scored below proficient than did 6th grade students in 6-8 schools. In science, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. In social studies, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. However, a higher percentage of 6th grade students in 6-8 schools scored advanced than did 6th grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.
"]},{"key":"dc:title","label":"Title","values":["A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores."]}]}],"canonical_facts":{"dc:creator":["Ramsey, Whitney Jean"],"dc:date.issued":["2009-05-09T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6th grade student' scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined.
The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.
The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K-8 schools scored below proficient than did 6th grade students in 6-8 schools. In science, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. In social studies, a higher percentage of 6th grade students in K-8 schools scored proficient than did 6th grade students in 6-8 schools. However, a higher percentage of 6th grade students in 6-8 schools scored advanced than did 6th grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3182/viewcontent/RamseyW021209f.pdf","https://dc.etsu.edu/etd/1830"],"dc:rights":["Copyright by the authors."],"dc:subject":["Grade Configurations","Academic Achievement","6th Grade Achievement","Education","Educational Assessment, Evaluation, and Research"],"dc:title":["A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:21:03Z"}