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ERIC Number: EJ1018799
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1098-1608
The Relationship between Grade Configuration and Standardized Science Test Scores of Fifth-Grade Students: What School Administrators Should Know
Johnson, Delonda; Jones, Lisa; Simieou, Felix; Matthew, Kathryn; Morgan, Bryan
Journal of At-Risk Issues, v17 n2 p31-38 2013
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).
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Intermediate Grades; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Essential Knowledge and Skills
Grant or Contract Numbers: N/A