A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores.

<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^th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6^th 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^th 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^th 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^th 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^th grade students scoring at the below proficient level and the proficient level in science and the percent of 6^th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6^th grade students in K-8 schools scored below proficient than did 6^th grade students in 6-8 schools. In science, a higher percentage of 6^th grade students in K-8 schools scored proficient than did 6^th grade students in 6-8 schools. In social studies, a higher percentage of 6^th grade students in K-8 schools scored proficient than did 6^th grade students in 6-8 schools. However, a higher percentage of 6^th grade students in 6-8 schools scored advanced than did 6^th 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>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2009

Author dc:creator

• Ramsey, Whitney Jean

• Grade Configurations
• Academic Achievement
• 6th Grade Achievement
• Education
• Educational Assessment, Evaluation, and Research

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1830

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3182