This is a presentation made in February 2007 at the NCPEA/NASSP conference. It discusses the impact of multiple school-to-school transitions on student academic performance.
Influence of the Number of Transitions on Performance – NCPEA/NASSP Conf – Feb 2007
This research brief from the J. McDonald Williams Insitute was published in January 2006. It presents a brief history of grade configurations and outlines benefits of buildings with longer/larger garde spans.
Grade Span Configurations – What Should We Do with Children? Research Brief – Jan 2006
This report, conducted by a Ms. Barber, examined differing configurations, including: 31 examples of either K-2/3-5 or K-3/4-5, 33 examples of K-4 and 60 examples of K-5 configuration in an educational region (Connecticut I believe). Though not a ‘research’ piece, it is one that examines multiple elementary structures and the impact on student achievement. The breakdown of test results suggests that grade span did have an impact on achievement.
Grade Span Configuration Research Study – Barber 2006
Wren’s work investigated the effect of grade span and school-to-school transitions on student achievement. It looked at test data from a large urban school district and involved 232 schools. It identified that school-to-school transitions had a significant negative effect and that grade span configuration (the longer a child attended the same school) had a significant positive effect on student achievement.
Effect of Grade Span Configuration and School-to-School Transition on Achievement – Wren 2003
Odd. The paper today said that there was no research showing whether grade centers or typical elementary schools had any impact on achievement. But, but… here is research that does show a difference?
Comment by Mike Murray — August 31, 2010 @ 6:19 pm |
Mike,
What you will find here is a collection of information collected over the years. As you are aware, change is often driven on very tight timelines and calls for fiscal accountability. Pulling good information together often takes time so this process, often fed by others who read these pages, has been slow one.
As to whether there is research that answers our direct question, it is hard to say. Some argue for savings while some studies show the oppostite occurs. Some argue it allows for focus while others are concerned about transitions. The key, at least in my mind, is to try to find key pillars in educating children – like buildinging and maintaining strong connections between teachers-students-families, a strong foundation and a focus on helping those who are not succeeding.
Comment by amesces — September 6, 2010 @ 9:14 am |