This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6) level. The data were collected by obtaining reports from the Texas Education Agency's Academic Excellence Indicator System (AEIS) and TAKS Summary Reports. The z test for two independent proportions yielded a significant result (z = 9.01, p < 0.0001), which indicated an 18% difference in science achievement among the fifth-grade students who attended the elementary school configuration during the 2007-2009 testing years when compared to the students who attended intermediate school configuration. To estimate the effect size, Cohen's d was calculated (d = 0.38).