STM Article Repository

In this empirical statewide investigation, the degree to which STAAR Reading and Mathematics passing rates differed as a function of grade span configuration for Grade 5 and 6 boys and girls was examined. Data were obtained from the Texas Education Agency for all Grade 5 and 6 boys and girls who were enrolled in either single/double grade level (i.e., Grades 4-5, 5 only, or Grades 5-6) or multi-grade level (PreK-6) grade span configurations for the 2012-2013 through the 2014-2015 school years. Statistically significant differences were present in reading and mathematics passing rates for Grade 5 and Grade 6 boys and girls by grade span configuration. Average passing rates in reading and in mathematics were higher in the multi-grade level schools than in the single/double grade level schools. Implications for policy and practice are provided.