The relationship between grade span configuration and academic achievement of 6th-grade students as measured by the Arkansas Benchmark Examination, which is the approved NCLB criterion-referenced annual assessment, was examined. The results of a one-between two-within analysis of variance for the 3-year state-wide study of 6th graders' combined population scores revealed no statistically significant difference for grade span configuration and the interaction of grade span configuration and year, but statistically significant differences were found over the 3 years for both mathematics and literacy percent scores. (Contains 3 tables and 4 figures.)