Please use this identifier to cite or link to this item: http://hdl.handle.net/11718/25205
Full metadata record
DC FieldValueLanguage
dc.contributor.authorMalone M.
dc.contributor.authorCornell D.G.
dc.contributor.authorShukla K.
dc.date.accessioned2022-02-11T10:13:54Z
dc.date.available2022-02-11T10:13:54Z
dc.date.issued2020
dc.identifier.citationMalone, M., Cornell, D. G., & Shukla, K. (2020). Grade configuration is associated with school-level standardized test pass rates for sixth-, seventh-, and eighth-grade students. School Effectiveness and School Improvement, 31(2). https://doi.org/10.1080/09243453.2019.1654526
dc.identifier.issn9243453
dc.identifier.urihttps://www.doi.org/10.1080/09243453.2019.1654526
dc.identifier.urihttp://hdl.handle.net/11718/25205
dc.description.abstractEducators and researchers have long debated the best grade configuration grouping for middle grade students. This study examined school-level differences in reading and mathematics standardized test pass rates for students placed in middle schools versus alternative grade configurations. Latent growth modeling was conducted separately for 6th, 7th, and 8th grades across a 3-year sampling period. Sixth-grade pass rates were significantly higher in elementary schools (e.g., kindergarten grade) than in middle schools for reading (78.9% vs. 72.0%) and mathematics (82.5% vs. 76.3%). Seventh-grade pass rates in elementary schools were also significantly higher than in middle schools for reading (78.5% vs. 75.9%) and mathematics (83.1% vs. 69.2%). Eighth-grade pass rates were significantly higher in middle schools than in high schools (e.g., 8th grade) for both subjects (74.7% vs. 70.0% for reading, 63.3% vs. 52.0% for mathematics). These findings suggest that students benefit from remaining in elementary school through at least 7th grade. 2019, 2019 Informa UK Limited, trading as Taylor & Francis Group.
dc.description.sponsorshipU.S. Department of Justice,燚OJ;燦ational Institute of Justice,燦IJ: 2014-CK-BX-0004;燨ffice of Justice Programs,燨JP;燨ffice of Juvenile Justice and Delinquency Prevention,燨JJDP
dc.language.isoen_US
dc.publisherRoutledge
dc.relation.ispartofSchool Effectiveness and School Improvement
dc.subjectacademic achievement
dc.subjectgrade configuration
dc.subjectMiddle school
dc.titleGrade configuration is associated with school-level standardized test pass rates for sixth-, seventh-, and eighth-grade students
dc.typeArticle
dc.rights.licenseCC BY
dc.contributor.affiliationCurry School of Education, University of Virginia, Charlottesville, VA, United States
dc.contributor.affiliationRavi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad, Vastrapur, Ahmedabad, India
dc.contributor.institutionauthorMalone, M., Curry School of Education, University of Virginia, Charlottesville, VA, United States
dc.contributor.institutionauthorCornell, D.G., Curry School of Education, University of Virginia, Charlottesville, VA, United States
dc.contributor.institutionauthorShukla, K., Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad, Vastrapur, Ahmedabad, India
dc.description.scopusid57195385475
dc.description.scopusid7005706524
dc.description.scopusid56198734000
dc.identifier.doi10.1080/09243453.2019.1654526
dc.identifier.endpage305
dc.identifier.startpage289
dc.identifier.issue2
dc.identifier.volume31
Appears in Collections:Open Access Journal Articles

Files in This Item:
File SizeFormat 
grade_configuration_is_2020.pdf1.54 MBAdobe PDFView/Open


Items in IIMA Institutional Repository are protected by copyright, with all rights reserved, unless otherwise indicated.