Date of Award
Summer 2020
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Linda Silvernail
Abstract
The purpose of this study was to determine whether students who attend a sister-school modeled elementary school experience a negatively disproportionate amount of academic growth the year students transition from the primary school to the elementary school in third grade. This study looked at two different elementary grade span configurations, the traditional PreK–5 model and the 3–5 sister-school model, to determine if there is a difference between third grade student academic growth in different grade configurations. Four sample schools agreed to participate in the study and were paired based on their grade span configuration and demographics. The sample schools provided data from a nationally normed test, the Measure of Academic Progress (MAP) Test, in order to determine the most beneficial grade configuration.
The MAP Test data was collected, represented in data tables and bar graphs, and analyzed using two statistical analysis t-tests. The results revealed that there was not a statistically significant difference in the amount of student academic growth the year students transition to third grade between the two different grade-span configurations tested. The results of this study were used to create an implementation plan to assist schools who may experience a negatively disproportionate amount of academic growth the year their students transition to a 3–5 sister-school modeled elementary school, even though this study found that there should not be a significant difference the year after the students transition.
Rights
© 2020, Victoria Gelbert
Recommended Citation
Gelbert, V.(2020). Bifurcated Elementary Sister-Schools: Do They Affect Student Growth During Transition Years?. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6066