A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores.

Author

Whitney Jean Ramsey, East Tennessee State University

Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

5-2009

Committee Chair or Co-Chairs

James H. Lampley

Committee Members

Pamela H. Scott, Martha Collins, Eric S. Glover

Abstract

The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6^th grade students in K-8 schools with those in 6-8 schools. The data were gathered from an analysis of 6^th grade student' scores on the 2006-2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6-8 or K-8) and percent of 6^th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined.

The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K-8 or 6-8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.

The study showed no relationship between grade configuration (6-8 or K-8) and percent of 6^th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6-8 or K-8) and percent of 6^th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6-8 or K-8) and percent of 6^th grade students scoring at the below proficient level and the proficient level in science and the percent of 6^th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6^th grade students in K-8 schools scored below proficient than did 6^th grade students in 6-8 schools. In science, a higher percentage of 6^th grade students in K-8 schools scored proficient than did 6^th grade students in 6-8 schools. In social studies, a higher percentage of 6^th grade students in K-8 schools scored proficient than did 6^th grade students in 6-8 schools. However, a higher percentage of 6^th grade students in 6-8 schools scored advanced than did 6^th grade students in 6-8 schools. The study showed a significant difference in the proportion of K-8 schools meeting AYP versus the proportion of 6-8 schools meeting AYP.

Document Type

Dissertation - unrestricted

Recommended Citation

Ramsey, Whitney Jean, "A Quantitative Examination of School Configurations in Tennessee Using Sixth Grade Math, Reading, Science, and Social Studies Standardized Test Scores." (2009). Electronic Theses and Dissertations. Paper 1830. https://dc.etsu.edu/etd/1830

Copyright

Copyright by the authors.